Course of Study 



for the 



High Schools of Kansas. 



Prepared by 
The State Board of Education. 

1912. 




STATE PRINTING OFFICE, 
TOPEKA, 1912. 



Course of Study 

for the 

High Schools of Kansas. 



Prepared hii 

The State Board of Education. 

1912. 







STATE PRINTING OFFICE, 
TOPEKA, 1912.; 






STATE BOARD OF EDUCATION. 



E. T. FAIRCHILD, President, 

state Superintendent of Public Instruction. ' 

FRANK STRONG, 

Chancellor Slate Univeisity, Lawrer.ce. 

HENRY J. WATERS, 

President State Agricultural CoHege, Manhattan. 

JOSEPH H. HILL, 

President State Ncimal Schcol, Emporia. 

JOHN MacDONALD, 

Editor Western School Journal, Topeka. 

FRANK W. SIMMONDS, 

Superintendent of Schools, Mankato. 

T. W. WELLS, 

County Superintendent Eussell County, Russell. 



srp 4 ^- 



A> 






COURSE OF STUDY FOR HIGH 
SCHOOLS. 



Secton 1 of chapter 387, Session Laws of 1905, reads in part 
as follows : 

"The State Board of Education shall prescribe the course of 
study for the normal institutes, and for the public schools of 
the state, and shall revise the same when the interests of the 
schools require it." 

Acting under authority of this law, the State Board of Edu- 
cation in 1908 prepared for the high schools of the state a 
course of study, which has been generally accepted as the 
standard course of study for high schools and which has done 
much to unify the work of these schools. The legislature of 
1911 made the responsibility of the State Board more definite 
by requiring as a condition for admission to the freshman class 
of an accredited college or university a four-year high-school 
course, or its equivalent, approved by the State Board of Edu- 
cation. The same legislature enacted a law providing that 
after May 1, 1913, county teachers' certificates shall be issued 
only to those who have completed at least one year in an ac- 
credited high school; and after May 1, 1917, certificates shall 
be granted only to those who have completed four years of high 
school work or its equivalent. These legislative enactments, 
together with the normal-training high-school act, which has 
been applied to 160 high schools and academies, emphasizes the 
responsibility which rests upon the State Board of Education 
with reference to the high schools of the state. 

Within the past ten years the number of high schools and 
the number of students enrolled have increased 100 per cent, 
and this remarkable growth has not been confined to the cities, 
but has extended to many of the smaller towns ; and the time 
seems to be rapidly approaching when free high-school privi- 
leges will be available to every eligible boy and girl in Kansas. 

In view of these facts and considerations, the State Board of 
Education recognizes the importance of providing for the high 
schools a course of study which may represent, as far as pos- 

(3) 



4 Introduction. 

sible, the most approved modern thought concerning secondary 
education, and in revising the high-school manual an attempt 
has been made to prepare a course of study sufficiently elastic. 
to meet the individual needs of the throng of young people who 
are crowding into our high schools. 

In preparing this manual the Board has had in mind the 
needs of those boys and girls who have in anticipation a course 
in some institution of advanced grade, and of those, also, 
whose formal education will be limited to the high-school years, 
and who in those years must make all possible preparation 
for successful accomphshment in the various fields of practical 
endeavor. Accordingly it will be observed that those subjects 
which are connected with vocational training have a place 
along with the branches which have long been associated with 
the traditional high-school course. 

In this enriched curriculum it is not to be understood that 
every student will be able to avail himself of all the advantages 
offered. On the contrary, a wise selection must be made by 
each student, or by those who are his advisors, of those fea- 
tures which seem to promise the most satisfactory results in 
each individual instance. 

The incidental opportunities for culture in a four years' 
membership in a well-organized and well-administered school, 
under the instruction of live, enthusiastic teachers, are of un- 
measured value; and in this membership in the citizenship of 
the school are found many of the elements and conditions which 
belong to the larger citizenship in the state, for which the high 
school should be in a large sense preparatory. To make this 
preparation more positive in its character, a definite course of 
instruction is recommended in the duties and privileges of 
citizenship. This is placed in the first year of the course, in 
■order that it may be pursued by those whose membership in 
the school may be limited to the brief period of one year. 

A course in elementary general science is also recommended 
for the first year, as an important mental furnishing for those 
who may not. have the opportunity of more extensive study in 
scientific branches. 

It is strongly urged that all high schools base their course of 
study on the general course presented in the following pages, 
and that a sufficient number of electives be offered in each term 
to accommodate students of varying tastes and capabilities. 



Introduction. 5 

Whether one, two, three, or four years of work should be of- 
fered should depend entirely upon the teaching force of the 
school and the equipment provided. In our judgment, not 
more than three years of high-school work should be attempted 
if there are not more than two teachers to do the work. 

We trust that this labor of the State Board of Education will 
be of real service to the high schools of Kansas, and that the 
results will meet the approval of school boards, superintend- 
ents, principals, and teachers. 



THE PLACE AND FUNCTION OF THE HIGH 

SCHOOL IN THE PUBLIC SCHOOL 

SYSTEM OF THE STATE. 



The importance of the place which the high school occupies in the 
public school system is indicated by the constant increase in the number 
of high schools organized and maintained, by the character of the build- 
ings and equipment provided, by the variety of the facilities offered, by 
the extent of the courses of study, by the ability and enthusiasm of the 
teachers employed, by the generous sums appropriated for buildings, 
equipment, and maintenance, and particularly by the steady increase in 
the number of boys and girls who are making use of the opportunities 
which the high school offers. 

ENROLLMENT. 

The number of pupils enrolled in the high schools of Kansas in 1911 
was 31,763. This is an iftcrease of more than 200 per cent in ten years 
and an increase of more than 100 per cent in the last five years. The 
number of high schools in the state in 1910, as reported by the state 
superintendent of public instruction was 468, of which 247 maintain 
four-year courses of study. In ten years there has been a gain of over 
200 per cent in the number of high schools, and in the last five years 
there has been a gain of over 100 per cent. The number of teachers 
in high schools has increased faster than the number of pupils, the 
gain being 120 per cent in the last five years, which shows that there 
has been a record not only of numerical increase, but of improvement 
in the quality of the service. 

DEVELOPMENT. 

The following significant statement is quoted from the Seventeenth 
Biennial Report of the state superintendent: 

"The progress and development of the high schools are phenomenal. 
There is a constant increase in the number of accredited schools of 
this character, and the teaching force is, with rare exceptions, composed 
of college or normal-school graduates. The increased enrollment and 
the ever-growing number of graduates testifies to the definite progress 
being made and is conclusive evidence of the faith of the public in the 
high school. A most interesting feature of this work is the growing 
recognition on the part of authorities that the high school, in addition 
to offering preparatory courses for college, must at the same time ex- 
tend more varied courses to that great body of pupils whose formal 
training concludes with the high school. The number of such schools 
introducing manual training, domestic science, agriculture, business 
courses and general courses is constantly increasing, and it would appear 
that the day is not far distant when all of the pupils of our high schools 
may find work best suited to their individual needs." 

In accordance with the act of the legislature of 1909 providing for 
normal training in high schools, 160 schools, representing 90 counties, 
have been approved as normal-training high schools by the State Board 
of Education. Of these 136 receive the state appropriation of $500 
annually. Under the industrial training act of 1911, agriculture and 
domestic science are taught in 98 of the high schools approved for nor* 

(7) 



8 High School 

mal training, and receive an additional appropriation of $250 from the 
state. All of the high schools which receive state funds are subject ta 
inspection by a representative of the State Board of Education, under 
the direction of the state superintendent; and in respect to buildings, 
equipment, course of study, and qualifications of teachers, they are sub- 
ject to approval by the State Department of Education. 

MODIFICATIONS TO MEET GROWING NEEDS. 

During recent years no department of public education has received 
more earnest consideration on the part of administrative officers, students 
of educational progress, or the public generally than the public high 
school. The value of high-school education, both as a necessary prep- 
aration for admission to college or university, and as an effective 
practical training for the successful pursuit of the various life vocations, 
is generally recognized; and many intelligent proposals have been made 
and adopted to secure modification of the course of study so that the two 
objects, preparation for advanced scholarship and preparation for a voca- 
tion, may be secured with the same degree of efficiency. As the number 
of students increases, and as the desirability of providing for each stii- 
dent the sort of instruction which is best adapted to his individual needs is 
recognized more clearly, the demands made by the community on the 
high schools become more varied and more exacting. Fortunately the 
resources of the schools are increasing both in respect to financial support 
and in the available supply of teachers of versatile talents, so that the 
high school has in a remarkable way kept pace with the growing needs 
of the various communities. It is exceedingly desirable that this develop- 
ment should continue in progressive ways, so that the people may re- 
ceive a full measure of benefit in return for the expenditure of money 
and effort which the high school costs. 

THE FUNCTION OF HIGH-SCHOOL EDUCATION, 

The Kansas State Board of Education gives its official approval ta 
the following propositions, the substance of which was set forth in a 
special report on "Articulation of High School and College" adopted by 
the secondary department of the National Education Association, at San 
Francisco, in 1911. (This report is worthy of careful consideration by 
superintendents, principals and high-school teachers. Copies may be 
obtained from Clarence D. Kingsley, Chairman, Manual Training High 
School, Brooklyn, N. Y.) 

1. The enriched curriculum. The high school must continue to enrich 
its curriculum by the addition of subjects which are of practical voca- 
tional value, and must also retain the traditional subjects whose cultural 
value, has been approved by experience. It is not proper, however, to 
require or permit any one student to undertake the study of too great a 
variety of branches at one time. Thoroughness in a few things is better 
training in preparation for any career than a superficial study of sub- 
jects in such variety that nothing can be well done. 

2. Aims. General intelligence, health and vigor of body, the power 
of initiative, and social efficiency are among the results which the high- 
school instruction should be designed to secure, and this may properly be 
required by the community which supports the school. 

3. Adaptation to individual needs. An opportunity should be given 
to each student in the high school to test his adaptability to different 
kinds of work, and the studies of the boy and girl should not be so ar- 
ranged as to make it necessary for them to decide unalterably upon a 
future career at the beginning of the high-school course, before tastes 
and talents are discovered. On the contrary, there should be ample 
opportunity for readjustment of individual plans as the pupil grows 
to maturity of judgment and in the knowledge of his capacity and limita- 
tions. Thus the high-school student on graduation should be able to 



Course of Study. 9 

make a wise choice of his vocation, and no decision made in the early 
years of his course should be such as to prevent him from entering with- 
out serious inconvenience or difficulty either upon a course of higher 
education or upon the work of his life occupation. 

4. Training for efficiency. The high-school training should be such 
as to develop efficiency, and therefore the exercise of individual gifts 
and the expression of dominant interests should be encouraged rather than 
repressed. The liberal and vocational elements in education should be 
blended, so that the boy and girl may be trained for individual useful- 
ness, and so that they may see the relation between their own work and 
that of others. 

5. Vocational elements. Mechanic arts, agriculture, and household 
science should be recognized as rational elements in the education of all 
boys and girls, and especially of those who have not yet chosen their 
vocation; and the industries of the local community may well be repre- 
sented among the branches of instruction. A course of study should be 
approved which will help to prepare boys for efficient industrial accom- 
plishment, and which will develop in the girls capacity for and interest in 
the proper management of a home, thus having relation to the needs and 
responsibilities of the future men and women. 

THE PREPARATION OF TEACHERS. 

The high school occupies a position of such acknowledged importance 
and dignity that the necessity for the employment of thoroughly qualified 
and eminently skillful teachers is evident. Only those should be appointed 
to this responsible work who have an inspiring and sympathetic person- 
ality, whose scholastic preparation is adequate, and who possess in a 
marked degree the gift of teaching. Evidence of thorough scholarship 
should be required, including a satisfactory record as a graduate from a 
four-year course of university or college, or from an equivalent course in 
a standard normal or technical school. This academic training should 
include the content and pedagogy of the subject which it is proposed to 
teach, and should be supplemented by the general work in education 
which is required by the State Board of Education in the accredited 
colleges. In addition to this, an apprenticeship should be served in some 
position where there is opportunity for expert direction and criticism. 



Course of Study. 



The course of study proposed for the high schools of Kansas, as out- 
lined in this manual, is based upon the foregoing considerations. 

AMOUNT OF REQUIRED WORK AND UNIT VALUE. 

The amount of work to be required for graduation from a standard 
four-year course is represented by fifteen units. A unit is understood 
to mean the study of any branch requiring preparation outside of the 
recitation, for a full school year of at least thirty-six weeks, with five 
recitations a week, each recitation period being at least forty minutes in 
duration. In the case of scientific branches which require laboratory 
practice,' there should be no less than three recitation periods and the 
equivalent of two double periods of laboratory practice each week. In 
vocational branches and other subjects which do not require study by the 
student in preparation for the recitation, a unit of credit should be given 
for a course of daily exercises with double, or eighty-minute periods ex- 
tending through an academic year, and a half unit of credit for a course 
with forty-minute periods extending through a year. 

Fifteen units is considered preferable to a greater amount of required 
work for the following reasons, which are offered by the report of the 
committee of the National Educational Association referred to above: 

(1) Quantity should be subordinated to quality. 

(2) There will be less likelihood of injurious overstrain. 

(3) In case of possible failure in one vmit, the student by making an 
extra effort may be able to complete the course without spending an extra 
year in school. 

(4) Students of exceptional ability and maturity may possibly com- 
plete the work of five units a year, and thus shorten the course to three 
years. This, however, should be attempted only in exceptional cases, and 
with the positive recommendation of the principal and teachers. 

(5) Students of less than ordinary ability, by spending five years in 
the high school, and taking three subjects each year, should be able to 
maintain a record of excellent accomplishment instead of failure. 

Chorus singing and a certain amount of physical training may be 
required without being included in the fifteen required units. 

REQUIRED SUBJECTS. 

Of the fifteen units required for graduation it is proposed that seven 
shall be in prescribed branches and eight in electives. 

The subjects in which a certain definite amount of work should be re- 
quired in every high school, and the amount of required work proposed, 
expressed in units, are as follows: 

English, three units. 
Mathematics, two units. 
Science, one unit. 
History, one unit. 

These subjects are fundamentally important and afford an introduction 
to the great departments of human knowledge, with the elements of which 
every person who proceeds with formal education to the completion of the 
high-school course should have some acquaintance. 

(11) 



12 High School 

FOREIGN LANGUAGE. 

In addition to the seven prescribed units, it is proper that an additional 
requirement of two units in some foreign language should be made for 
those whose purpose it may be to prepare for college or university; and 
under ordinary circumstances students who do not plan definitely to go 
beyond the high school may properly be advised and urged to undertake 
the study of the elements of some language besides their own. The value 
of such study from every point of view is so obvious that principals and 
teachers are justified in assuming the responsibility of directing the choice 
of electives, so that every student may receive the benefit of this language 
training unless there are decided and apparent reasons why such a course 
would be unprofitable. It may be better to make the effort and to fail in 
the attempt rather than to sacrifice the opportunity for more extended 
scholastic attainment through excessive timidity or reluctance to make the 
initial effort. 

PREPARATION FOR COLLEGE. 

Fifteen units of work is the amount required for admission to the Uni- 
versity of Kansas, and approximately the same amount is required for 
admission to other universities and colleges. These institutions are be- 
coming more liberal in their specifications for admission; but on account 
of variation in detail in the requirements for admission to college, the 
student, early in his high-school course, should consult the catalogue of 
the university or college which he proposes to enter and should seek the 
advice of his principal and teachers, so that the proper subjects may be 
selected. 

VOCATIONAL GUIDANCE. 

In a similar manner the principal and teachers should offer all the as- 
sistance possible in the way of vocational guidance to those students who 
may need such assistance. Thus not only those who are preparing for 
college, but every member of the school, will receive help, direction, and 
encouragement during the whole course of high-school training, and with 
such advice and assistance his efforts should be directed more and more 
towards definite objects and pursuits. 

THE CHOICE OP ELECTIVES. 

In order to avoid a scattering of effort and to secure continuity of 
plan, it is recommended that the choice of electives should be directed so 
that every student, even if he does not enter a higher institution, may 
have the opportunity of doing a certain amount of work which is some- 
what advanced. 

The following grouping is suggested: 

Prescribed studies (seven units) : 

(1) English, three units. 

(2) Mathematics, two units. 

(3) Science, one unit. 

(4) History, one unit. 

Elective studies (eight units) : 

(5) Foreign Language, two units. (Required in preparation for col- 

lege.) 

(6) Two additional units in the branches named above, viz.: Mathe- 

matics,, history, science, foreign language, so selected as to 
make a total of three units in one subject besides English and 
two units in some additional subject. 

(7) Unrestricted individual choice, four units. 

If no work in foreign language should be taken, the amount to be 
chosen without restriction would be increased to six units. 



Course of Study. 13 

The following statement is taken from the committee report previously 
referred to: 

"Of the total fifteen units, not less than eleven units should consist of 
English, foreign language, mathematics, social science (including his- 
tory), natural science, or other w^ork conducted by recitations and home 
study. 

"The other four units should be left as a margin to be used for addi- 
tional academic work or for mechanic arts, household science, commercial 
work, and any other kind of work that the best interests of the student 
appear to require. 

"No limitations should be imposed upon the use of the margin, ex- 
cept that the instruction should be given by competent teachers, with 
suitable equipment, in classes not too large, and that the student's work 
should be of a satisfactory grade. 

"The recommendation that the subjects from which the margin may 
be made up should be left entirely unspecified appears to be vital to 
the progressive development of secondary education. As long as formal 
recognition must be sought for each new subject, so long will the high 
school be subservient and not fully progressive. It ought to be possible 
for any strong high school at any time to introduce into its curriculum 
a subject that either meets the peculiar needs of the community or that 
appears to be the most appropriate vehicle for teachers of pronounced 
individuality." 



General List of High School Subjects. 

The following list includes all of the subjects which are ordinarily 
taught in high schools. These are distinguished respectively as required 
and elective. The required subjects are those in which every high-schooi 
student should receive at least elementary instruction. The elective group 
includes all other high-school subjects which may be elected with the 
arrangement proposed above, under such restrictions as are made by the 
individual school. 

The list of electives may be extended or curtailed in accordance with 
local conditions and facilities. 

The extent and character of the work proposed and suggestions for 
the guidance of teachers are set forth in the descriptive matter which 
follows the outline of the course of study. 

Group I. — Required Subjects. 

Seven units must be taken. 
English, 3 units. 
Mathematics, 2 units: 

Elementary Algebra, 1 unit; Plane Geometry, 1 unit. 
Science, 1 unit, selected from the following: 

Physical Geography, V2 unit; Elementary General Science, % unit; 
Physiology, V2 unit; Physics, 1 unit; Chemistry, 1 unit; Botany, 
1 unit; Zoology, 1 unit; Agriculture, 1 unit. 
History, 1 unit, selected from the following: 

Ancient (Greek and Roman) History, Mediaeval and Modem History, 
English History, American History. 

Group H. — Elective Subjects. 

Eight units must be selected from, the following list in accordance with 
the recommendations m^ade above and under such restrictions as are 
made by each individual school. 

English, 1 unit. 



14 High School 

Mathematics : 

Advanced Algebra, V^. unit; College Algebra, % unit; Solid Geometry, 

% unit; Trigonometry, % unit. 
Science : 

Physical Geography, % unit; Elementary General Science, % unit; 

Physiology, % unit; Physics, 1 unit; Chemistry, 1 unit; Botany, 

1 unit; Zoology, 1 unit; Agriculture, 1 unit. 
History : 

Ancient (Greek and Roman) History, 1 unit; Mediasval and Modern 

History, 1 unit; English History, 1 unit; American History, 

1 unit; Civics, % unit; Economics, % unit; Citizenship, % unit. 
Language (Not less than two units should be offered in the first language 

selected, and no credit of less than one unit should be given for 

additional work in any language) : 
I/atin, 4 units; Greek, 3 units; German, 3 units; French, 3 units; 

Spanish, 1 unit. 
Psychology, % unit. 
Music, 1 unit. 
Vocational Subjects (including subjects relating to Art, Industries, 

Commerce, and Normal Training for Teachers) : 
Drawing and Design, 2 units; Mechanical Drawing, 2 units; Domestic 

Art, 1 unit; Domestic Science, 1 unit; Woodworking, 1 unit; 

Foi'ging, 1 unit; Penmanship, Vz unit; Commercial Arithmetic; 

% unit; Bookkeeping, % unit; Commercial Geography, V^ unit; 

Commercial Law, % unit; Stenography, % unit or 1 unit; Type- 
writing, % unit or 1 unit; Methods of Teaching and School 

Management, % unit; Review of Arithmetic, % unit; Review of 

Common Branches, 1 unit. 



Suggestive Arrangement by Years., 

The following arrangement of subjects by years is presented for the 
purpose of showing the logical sequence of studies and to encourage a 
reasonable degree of uniformity in the high schools throughout the state. 
It should not be assumed that all of the branches must be taught in every 
school. On the contrary, it is hardly probable that the largest and most 
completely equipped schools will offer all of the branches, and it will be 
wise for the smaller schools, with fewer teachers, to select those branches 
in which they are prepared to offer the most thorough and efficient in- 
struction. This will be determined by the peculiar needs of the com- 
munity, the character of the equipment already provided, and the special 
talents of the teachers in charge. 

The following outlines are suggestive of an arrangement of subjects ' 
v/hich may be made for (1) a general course; (2) a college preparatory 
course; (3) a normal training course; (4) a commercial course; (5) 
an industrial course; (6) a course adapted to a small school with not 
more than two or three teachers. 



General Course. 

Numbers in parentheses refer to consecutive terms of study. 

Fifteen units of credit are required for graduation. 

Not more than four units of work should ordinarily be attempted in 
any one year. 

Electives should be chosen so as to include three units in some subject 
besides English and two units in some additional subject. 



Course of Study. 



15 



First Year. 



FIRST TERM. 



Required : 

English (1). 

Algebra (1). 
Elective : 

Physical Geography. 

Elementary General Science. 

Ancient History (1). 

Latin (1). 

German (1). 

Music (1). 

Drawing and Design (1). 

Mechanical Drawing (1). 

Woodworking ( 1 ) . 

Domestic Art (1). 

Commercial Arithmetic (1). 

Penmanship (1). 



SECOND TERM. 

Required : 

English (2). 

Algebra (2). 
Elective : 

Citizenship.' 

Ancient History (2). 

Latin (2). 

German (2). 

Music (2). 

Drawing and Design (2), 

Mechanical Drawing 

Woodworking (2). 

Domestic Art (2) . 

Commercial Geography. 

Penmanship (2). 



(2), 



Second Year. 



FIRST term. 



second term. 



Required: 

English (3). 

Geometry (1). 
Elective : 

Botany (1). 

Mediaeval and Modern History 

(1). 
Latin (3). 
German (3). 
Greek (1). 
French ( 1 ) . 
Music (3). 

Drawing and Design (3). 
Mechanical Drawing (3). 
Woodworking (3). 
Domestic Art (3). 
Bookkeeping (1). 
Any elective offered in pieceJing 

terms. 



Required: 

English (4). 

Geometry (2). 
Elective : 

Botany (2). 

Mediaeval and Modern History 
(2). 

Latin (4). 

German (4). 

Greek 2). 

French (2). 

Music (4). 

Drawing and Design (4) . 

Mechanical Drawing (4). 

Woodworking (4). 

Domestic Art (4). 

Bookkeeping (2). 

Any elective offered in preceding 
terms. 



Third Year. 



first term. 
Required : 

English (5). 
Elective : 

Algebra (3). 

Agriculture (1). 

Chemistry (1). 

Zoology (1). 

English History (1). 

Latin (5). 

German (5). 

Greek (3). 

French (3). 

Forging (1). 

Domestic Science (1). 

Stenography (1). 

Typewriting (1). 

Any elective offered in preceding 
terms. 



SECOND term. 
Required : 

English (6). 
Elective : 

Solid Geometry. 

Agriculture (2). 

Chemistry (2). 

Zoology (2). 

English History (2). 

Civics. 

Latin (6). 

German (6). 

Greek (4). 

French (4). 

Forging (2). 

Domestic Science (2). 

Stenography (2). 

Typewriting (2). 

Any elective offered in pi-ecedin| 
terms. 



16 



High School 



Fourth Year 
first term. 
Required : 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English (7). ' 

Advanced Algebra. 

Physics (1). 

Physiology. 

American History (1). 

Latin (7). 

German (5). 

Greek (5). 

French (5). 

Economics. 

Domestic Science (3). 

Methods and Management. 

Review of Common Branches. 

Any elective offered in preceding 
terms. 



SECOND TERM. 
Required: 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English (8). 

Trigonometry. 

Physics (2). 

Psychology. 

American History (2). 

Latin (8). 

German (6). 

Greek (6). 

French (6). 

Commercial Law. 

Domestic Science (4). 

Review of Arithmetic. 

Review of Common Branches. 

Any elective offered in preceding 
terms. 



College Preparatory Course. 

Fifteen units are required for graduation. Students who are pre- 
paring for admission to college should choose their elective studies so as to 
include at least two units in some foreign language and three units in 
some one subject besides English, to be taken from the following: Foreign 
language; mathematics; history; natural science. 

With the limitations proposed above, the student should have freedom 
to select the remainder of his course in accordance with his dominant 
interests and aptitude, subject to the restrictions made by the individual 
school. 

Electives should be taken in accordance with the arrangement given 
in the general course. 

Early in his course the student should consult the catalogue of the 
college which he proposes to enter, so that his studies may be properly 
directed. 



First Year. 



FIRST TERM. 



Required : 
English. 
Algebra. 

Elective : 

Physical Geography. 

Elementary General Science. 

Ancient History. 

Latin. 

German. 

Music. 

Vocational Subjects. 



SECOND TERM. 



Required: 
English. 
Algebra, 

Elective: 

Citizenship. 

Ancient History. 

Latin. 

German. 

Music. 

Vocational Subjects. 



FIRST TERM. 



Required: 
English. 
Geometry. 



Second Year. 

second term. 
^"■quired: 

'^Ti'7li?h. 
Geometry. 



Course of Study. 



17 



Second Year 
first term. 
Elective- 
Botany. 

Medieval and Modern History. 
Latin. 
German. 
Greek. 
French. 

Vocational Subjects. 
Any elective offered in preceding 
terms. 



SECOND TERM. 

Elective : 
Botany. 

Medijeval and Modern History. 
Latin. 
German. 
Greek. 
French. 

Vocational Subjects. 
Any elective offered in preceding 
terms. 



Third Year. 



FIRST TERM. 



SECOND TERM. 



Required: 

English. 
Elective: 

Algebra. 

Agriculture. 

Chemistry. 

Zoology. 

English History. 

Latin. 

German. 

Greek. 

French. 

Vocational Subjects. 

Any elective offered in preceding 
terms. 



Required: 

English. 
Elective: 

Solid Geometry. 

Agriculture. 

Chemistry. 

Zoology. 

English History. 

Latin. 

German. 

Greek. 

French. 

Vocational Subjects. 

Any elective offered in preceding 
terms. 



Fourth Year. 

FIRST term. 

Required: 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English. 

Advanced Algebra. 

Physics. 

Physiology. 

American History. 

Latin. 

German. 

Greek. 

French. 

Vocational Subjects. 

Any elective offered in preceding 
terms. 



SECOND TERM. 

Required : 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English. 

Trigonometry. 

Physics. 

Psychology. 

American History. 

Latin. 

German. 

Greek. 

French. 

Vocational Subjects. 

Any elective offered in preceding 
terms. 



Normal Training Course. 

The following course meets the requirements of the State Board of 
Education for high schools which are approved for normal training. 

If agriculture and domestic science are offered in the third year, this 
course will also satisfy the requirements of the State Board with refer- 
ence to the state appropriation for these subjects. 

Electives should be chosen in accordance with the arrangement given 
in the general course. 

Fifteen units are required for graduation. The course should mclude 



18 High School 

three units in some subject besides English, and two units in some ad- 
ditional subject. 

If two units in a foreign language are included in the electives, this 
course will be satisfactory for admission to most colleges. 

First Year, 
first term. second term. 

English. English. 

Algebra. Algebra. 

Electives. Electives. 

Second Year, 
first term. second term. 

English. English. 

Geometry. , Geometry. 

Electives. Electives. 

Third Year. 

FIRST term. second TERM. 

English. English. 

Physiology.* Psychology.* 

Algebra. Civics. 

Electives. Electives. 

Fourth Year, 
first term. second term. 

American History. American History. 

Physics. Physics. 

Methods and Management. Arithmetic. 

Reviews. Reviews. 

Twelve weeks each in Geography, Grammar, and Reading. 



Commercial Course. 

Fifteen units are required for graduation. Three units of credit 
should be obtained in some one subject besides English, and two units 
in some additional subject. 

In branches which do not require preparation by the student outside 
of the recitation a unit of credit is given for a course of daily exercises 
extending through the year with double, or eighty-minute periods; and 
a half unit of credit is given for a course extending through a year with 
forty-minute periods. 

Electives should be chosen in accordance with the arrangement in the 
general course. 

First Year, 
first term. second term. 

Required: Required: 

English. English. 

Algebra. Algebra. 

Elective: Elective: 

Physical Geography. Citizenship. 

Elementary General Science. History. 

History. Language. 

Language. Music. 

Music. Penmanship. 

Penmanship. Commercial Geography. 

Commercial Arithmetic. Vocational Subjects. 

Vocational Subjects. 



* Physiology and psychology may be taken in the third year by students enrolled in the 
normal-training course; in all other courses these subjects are placed in the fourth year. 



Course of Study. 



19 



FIRST TERM. 
Required: 

English. 

Geometry. 
Elective : 

Science. 

History. 

Language. 

Bookkeeping. 

Vocational Subjects. 

FIRST TERM. 

Required : 

English. 
Elective : 

Algebra. 

Science. 

History. 

Langauge. 

Stenography. 

Typewriting. 

Vocational Subjects. 



Second Year. 

SECOND term. 
Required: 

English. 

Geometry. 
Elective : 

Science. 

History. 

Language. 

Bookkeeping. 

Vocational Subjects. 

Third Year. 

second term. 
Required: 

English. 
Elective : 

Solid Geometry. 

Science. 

History. ' 

Language. 

Stenography. 

Typewriting. 

Vocational Subjects. 



Fourth Year. 



FIRST term. 
Required : 

History, if not taken before. 

Science, if not taken before. 
Elective: 

English. 

College Algebra. 

Science. 

History. 

Language. 

Economics. 

Vocational Subjects. 



SECOND term. 
Required: 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English. 

Trigonometry. 

Science. 

Psychology. 

History. 

Language. 

Commercial Law. 

Vocational Subjects. 



Industrial Course. 

Fifteen units are required for graduation. Three units of credit 
should be obtained in some one subject besides English, and two units 
in some additional subject. 

In branches which do not require preparation by the student outside 
of the recitation a unit of credit is given for a course of daily exercises 
extending through the year with double, or eighty-minute, periods; and 
a half unit of credit is given for a course extending through the year 
with forty-minute periods. 

Electives should be chosen in accordance with the arrangement in the 
general course. 

First Year, 
first term. second term. 

Required: Required: 

English. English. 

Algebra. Algebra. 



20 



High School 



FIRST TERM. 

Elective : 

Physical Geography. 

Elementary General Science 

History. 

Language. 

Music. 

Drawing and Design. 

Mechanical Drawing. 

Woodworking. 

Domestic Art. 

Commercial Subjects. 



First Year. 

•^ second term. 

Elective : 

Citizenship. 

History. 

Language. 

Music. 

Drawing and Design. 

Mechanical Drawing. 

Woodworking. 

Domestic Art. 

Commercial Subjects. 



FIRST TERM. 

Required: 

English. 

Geometry. , 
Elective : 

Science. 

History. 

Language. 

Music. 

Drawing and Design. 

Mechanical Drawing. 

Woodworking. 

Domestic Art. 

Commercial Subjects. 

Any elective offered in preceding 
term. 



Second Year. 

second term. 

Required.: 

English. 

Geometry. 
Elective : 

Science. 

History. 

Language. 

Music. 

Drawing and Design. 

Mechanical Drawing. 

Woodworking. 

Domestic Art. 

Commercial Subjects. 

Any elective offered in preceding 
term. 



FIRST TERM. 
Required : 

English. 
Elective : 

Algebra. 

Agriculture. 

Science. 

History. 

Language. 

Forging. 

Domestic Science. 

Commercial Subjects. 

Any elective offered in preceding 
terms. 



THIRD YEAR. ^^^^^^ ^^^^^ 

Required : 

English. 
Elective : 

Solid Geometry. 

Agriculture. 

Science. 

History. 

Language. 

Forging. 

Domestic Science. 

Commercial Subjects. 

Any elective offered in preceding 
terms. 



FIRST TERM. 

Required : 

History, if not taken before. 

Science, if not taken before. 
Elective : 

English. 

Advanced Algebra. 

Physics. 

History. 

Language. 

Economics. 

Forging. 

Domestic Science. 

Any elective offered in preceding 
terms. 



Fourth Year. 

Required: 



SECOND term. 



History, if not taken before. 
Science, if not taken before. 
Elective : 

English. 
Trigonometry. 
Physics. 
History. 
Language. 
Commercial Law. 
Forging. 

Domestic Science. 
Any elective offered in preceding 
terms. 



Course of Study. 21 



High Schools with Two or Three Teachers. 

The following selection of Fubjects is suggested as a suitable ar- 
rangement for schools in which the number of students enrolled does not 
justify the employment of more than three teachers; but the list of 
electives should be determined in accordance with the local conditions 
and resources. 

Fifteen units are required for graduation. 

Electives should be arranged so that the student may include in his 
course three units in some subject besides English, and two units in 
some additional subject. 

If the special branches required in the normal-training course are 
offered, the result will be a combination course, which would be satis- 
factory in many of the smaller high schools. 

First Year, 
first term, second term. 

Required: Required: 
English. English. 

Algebra. Algebra. 

Elective: Elective: 

Physical Geography, or Citizenship. 

Elementary General Science. Ancient History. 

Ancient History. Latin. 

Latin. German. 

German. Vocational Subject. 

Vocational Subject. 

Second Year, 
first term. _ second term. 

Required: Required: 
English. English. 

Geometry. Geometry. 

Elective: Elective: 
Botany. Botany. 

Latin. * Latin. 

German, German. 

Vocational Subject. Vocational Subject. 

Any elective offered in preceding Any elective offered in preceding 
terms. terms. 

Third Year, 
first term. second term. 

Required: Required: 

English. English. 

Elective: Elective: 

Algebra. Solid Geometry. 

Zoology. Civics. 

Agriculture. Zoology. 

Latin. Agriculture. 

German. Latin, 

Vocational Subject. German. 

Any elective offered in preceding Vocational Subject. 

terms. Any elective offered in preceding 

terms. 

Fourth Year, 
first term. second term. 

Required: Required: 

Science, if not taken before. Science, if not taken before. 

History, if not taken before. History, if not taken before. 



22 High School 

Fourth Year, 
first term. second term. 

Elective : Elective : 

English. English. 

Physics. Physics. 

Physiology. Psychology. 

American History, American History. 

Latin. Latin. 

Vocational Subject. Vocational Subject. 

Any elective offered in preceding Any elective offered in preceding 
terms. teims. 

The elective subjects which may be offered in any school should be 
determined in consideration of the requirements of the local community, 
the facilities which are provided in the way of equipment, and the special 
talents of available teachers. 

As a matter of economy and convenience, it is often desirable to com- 
bine classes so as to permit students in the second and third years or in 
the third and fourth years to take the same subject. For example, 
botany may be offered for both second- and third-year students; and in 
the year following physics may be offered for the same pupils in the 
third and fourth years of the course; and other similar combinations 
may be made advantageously. 



High Schools with Less than Four-year Courses. 

Schools which are able to offer only one, two, or three years of high- 
school work should confine themselves to those branches which are 
specified in the corresponding years of the general course above, and no 
more electives should be offered than can be efficiently taught. Fur- 
thermore, the same electives should be offered from year to year, so that 
a student who begins his course with a certain plan may not be com- 
pelled to change that plan without adequate reason for so doing. 



Course of Study. 23 



Description of Courses. 



The following descriptive matter has been prepared for the 
purpose of presenting definite and practical suggestions on the 
scope and character of the instruction which should be pro- 
vided in the various branches included in the high-school cur- 
i:'culum. 

ENGLISH. 

Three units reqxdred; one unit elective. 

The elements of the course of study in English are literature, com- 
position and rhetoric, and grammar. 

LITERATURE. 

The aim of the high-school course in literature to to develop in the 
pupil a liking for good reading, the power to understand and appreciate 
what he reads, and familiarity with the best in literature. 

COMPOSITION AND RHETORIC. 

The aim of the high-school course in composition and rhetoric is to 
develop the power of the pupil to express in clear, accurate, idiomatic 
English the ideas that come to him from the whole range of his experience. 

Oral Expression. — In connection with all work in English, particularly 
in the first year, attention should be paid to the development of clearness 
in oral expression. Pupils should not only be helped in every way to 
overcome common errors in speech, but should also be trained to express 
themselves clearly and forcibly in sustained discourse. In this work 
constant attention should be given to distinctness of utterance, to pro- 
nunciation, inflection, and phrasing. 

Spelling and Punctuatioyi. — Throughout the course instruction is to be 
given in spelling and punctuation, as the need may arise. The range of 
instruction in spelling should include proper names occurring in the 
literature read, words misspelled in themes, and, in general, all wards in 
the pupil's vocabulary. 

During the earlier part of the course only a few of the more im- 
portant principles of punctuation should be reviewed; but before the 
close of the last year, every pupil should have received such instruction 
as will enable him to punctuate fully and accurately. 

GRAMMAR. 

The aim of the study of grammar in the high school should be to aid 
in the mastery of expression, and in the appreciation of literature. While 
grammatical accuracy should be vigorously exacted in connection with 
all written work, the study of grammar is not to be regarded as an end 
in itself. If it is necessary to review grammar in the high school, it is 
recommended that there be a gradual and progressive survey of the 
subject in connection with exercises and recitations m composition, tor 
the purpose of explaining principles through their practical application 
in writing and speaking, and incidentally to teach classification and 
terminology as a means towards this end. 



24 High School Course of Study. 

Suggestions. 

(a) Throughout the course, pupils should be taught, incidentally, how 
to use dictionaries, encyclopedias, and general works of reference. 

(b) Teachers should encourage a systematic use of the library, 
wherever one is accessible, to aid in the study of literature and to give 
the pupil's experience in collecting data, in judging the relative im- 
portance of historical and biographical facts, and in using matter thus 
obtained in oral and written compositions. 

(c) There should be a close correlation between the work in English 
and other branches of instruction. In part this may be accomplished by 
selecting as the subject matter of themes information acquired by pupils 
in other departments. All school activities may be made to contribute 
material for themes. The new interest in debating in many high schools 
will bring more attention to the study of English, especially of argumenta- 
tion. Below is given a suggested course in English for the high schools 
of the state of Kansas. The outline is designed to show in general the 
amount and character of the English work to be considered in each year 
of the course. The classics to be read are graded somewhat carefully. 
The first year deals with simple narrative and descriptive prose and 
poetry, and with Shakespeare in a tragedy of universal appeal; the 
second year furnishes work in narration and exposition in poetry and 
prose; and the third year deals with more difficult poetry, a tragedy, an 
essay, and an argumentative speech. 

The work in composition is related closely to the kind of literature 
studied, not so much in subject matter, as in the character of the appeal. 
Thus in the first and second years narration, description, and exposition 
are emphasized; and in the third, exposition and argumentation. 



Outline of the High School Course in English. 
ENGLISH (1) : First Year, First Term. 
Literature (three periods weekly) . 
Study : 

"Sketch Book" (six selections) Washington Irving. 

"Autobiography" Benjamin Franklin. 

Read (two to be chosen) : 

"Courtship of Miles Standish", Henry W. Longfellow. 

"Evangeline" Henry W. Longfellow. 

"The Man Without a Country" Edward Everett Hale. 

"The Last of the Mohicans" James Fenimore Cooper. 

"Prose Tales" Edgar Allan Poe. 

Composition (two periods weekly). 

Study: "A Progressive Course in English for Secondary Schools," Steb- 
bins — Part I, chapters 1, 2, 3, and 11. 

Students should present at least one theme a week. The criticism 
of the teacher should be largely constructive, although it must deal with 
matters of grammar, spelling, and punctuation. 

The work of the term is as follows : 

1. Short narrative themes, both oral and written, based on the ex- 
perience of the pupil and on the literature of the term. 

2. A review of capitalization and of the simpler principles of punctua- 
tion. Elementary study of the principles of unity and coherence as 
applied to the whole composition and to sentences in composition. 

Grammar. 

The study of the sentence and the application of the principles of 
grammar in composition. 



Outline of English Course. 25 

suggestions for teaching. 

Literature. 

1. Study the life of Irving before reading the "Sketch Book," so that 
the pupil may feel the personality of Irving. 

2. Take opportunity during the term to bring before the class other 
selections from Irving's writings.' Choice may be made from the fol- 
Iqwing : 

"Knickerbocker's History of New York": Book I, chapter 1; book III, 
chapter 1; book III, chapter 3. 

"Sketch Book": Christmas Sketches. 

"Alhambra": Palace of the Alhambra; Court of the Lions; Legend 
of Prince Ahmed Al Kamel. 

"Life of Washington" : Washington at Valley Forge, volume III, chap- 
ter 31; Siege and Surrender of Yorktown, volume IV, chapter 28. 

3. It is not necessary to require a close perusal of all of the "Auto- 
biography." Teach it by topics, selecting the parts that seem best to 
1 f veal the author. For instance, show how Franklin learned to write 
by diligent practice and how much use he made of this accomplishment 
throughout his life. 

4. From the books suggested for collateral reading, help the pupils to 
choose what will cultivate in them a taste for reading; for "the uplifting 
of the democratic masses depends on this implanting at school of the 
taste for good reading." 

Composition. 

1. Require both oral and written themes — isolated paragraphs from 
150 to 300 words long. 

2. Make the assignment of theme subjects in topic sentences; as, for 
example — 

(a) I well remember the first fish I caught. 

(6) I had a narrow escape while learning to ride horseback. 

3. The collateral reading will furnish material for some of the oral 
themes. An episode from a long story, well selected and condensed, will 
interest the class, the members of which are reading different books. 

4. Collateral reading may be tested by lists of questions given to the 
pupil after he has completed his first reading. From these a certain 
number may be selected for oral or written examination. 

ENGLISH (2) : First Year, Second Term. 
(^. , . Literature (three periods weekly). 

"Lady of the Lake" Sir Walter Scott. 

"Julius Csesar" WilHam Shakespeare. 

Read (two to be chosen) : 

"Cricket on the Hearth" Charles Dickens. 

"Christmas Carol" Charles Dickens. 

"Treasure Island" Robert Louis Stevenson. 

"Tom Brown's School Days" .Thomas Hughes. 

"Tales from Shakespeare" Charles and Mary Lamb. 

Composition (two periods weekly). 

Study: "A Progressive Course in English for Secondary Schools," 

Stebbins— Part I, chapters 4, 5, 6, and 11 (reviewed). 

The work of the term is as follows: 

1. Short compositions, both oral and written, based on the experience 
of the pupil and on the Hterature read. Emphasis should be laid on de- 
scription. The subjects chosen should be simple in character, and should 
relate to what the pupil has seen in real life or in imagination. 

2. Elementary study of unity and coherence in the composition and m 
the sentence. The function of the paragraph. 



26 High School Course of Study. 

Grammar. 

Continuation of the work of the previous half year. 

SUGGESTIONS FOR TEACHING. 

Literature. 

1. In teaching the classics required for study emphasize the subject 
matter. If the pupil knows the story thoroughly, he is prepared to ex- 
amine the classic critically later on when it is recalled to his mind by his 
study of the history of literature. 

Composition. 

1. Emphasize chapter 6 of Stebbins, which deals with letter writing; 
and give attention to the substance of the letter as well as to the form. 

ENGLISH (3) : Second Year, First Term. 

Literature (three periods weekly). 
Study : 

"The Vision of Sir Launfal" James Russell Lowell. 

"The Idylls of the King" Alfred Tennyson. 

Sel9ct the three following: Gareth and Lynette ; Lancelot and Elaine; The Passing of 
Arthur. 

"The Merchant of Venice" William Shakespeare. 

Read (two to be chosen) : 

"Horatius" Thomas Babington Macaulay. 

"Snow-Bound" John Greenleaf Whittier. 

"Enoch Arden" Alfred Tennyson. 

"The Ancient Mariner" Samuel Taylor Coleridge. 

"The Cotter's Saturday Night" Robert Burns. 

"The Deserted Village" Oliver Goldsmith. 

Composition (two periods weekly). 

Study: "A Progressive Course in English for Secondary Schools," Steb- 
bins — Part I, chapters 8 and 11 (reviewed) ; part II, chapters 1, 2, 
and 6. 

The work- of the term is as follows: 

1. Short themes, both oral and written, of various types. Emphasis 
should be laid on narration and description, with a view to an amalgama- 
tion of the two kinds. The subjects chosen should be simple in character 
and should relate to what the student has seen in real life or in imagina- 
tion. 

2. Further study of paragraph structure with respect to unity, co- 
herence, and emphasis; the use of the topic sentence; connectives; the 
methods of transition. 

Grammar. 

Study of tenses and modes, their distinctions and meaning; con- 
sistency in their use in composition. 

SUGGESTIONS FOR TEACHING. 
Literature. 

1. In teaching the poems to be studied and those to be read during 
this term, vocal rendering becomes increasingly important. The pupils 
should be required to interpret the poems by the voice, for there is sug- 
gestion in the music of the verse; and to interpret by the voice requires 
as much study as to paraphrase and explain in equivalent words. 

2. The poems recommended for collateral reading should be read and 
enjoyed, but should not be subjected to close analysis. They present their 



Outline of English Course. 27 

pictures and emotions rapidly and vividly and tell their story so simply 
that the reader can not miss it. 

3. Parts of these poems should be committed to memory, so as to store 
the mind "v^^ith the priceless treasure of the noblest thoughts and feehngs 
that have been uttered by men." 

The effort to commit to memory certain assignments affords the 
student excellent mental drill and at the same time increases his working- 
vocabulary. 

Composition. 

1. In teaching description, combine chapter 8 of part I and chapter 2 
of part II according to the following plan: 

Lesson 1 : Part I, chapter 8, pages 145-153. 

Lesson 2: Part I, chapter 8, pages 153-160; part II, chapter 2, pages 
28-36. 

Lesson 3: Part I, chapter 8, pages 160-165; part II, chapter 2, pages 
36-38. 

Lesson 4: Part I, chapter 8, pages 165-171; part II, chapter 2, pages 
52-55. 

Lesson 5: Part II, chapter 2, pages 38-52, 58-61. 

2. Description: The requirements should show a distinct advance 
over those of the first year in subject and method of treatment. Descrip- 
tions of persons, of landscapes, of buildings, of scenes of action, and 
descriptions from both fixed and moving points of view are illustrations 
of the variety of the problems that may be assigned. 

3. Narration: The themes may include anecdotes, historical sketches, 
biographical sketches, and stories with simple plots. 

ENGLISH (4) : Second Year, Second Term. 

Of J . Literature (three periods weekly). 

"Ivanhoe" Sir Walter Scott. 

"Silas Marner" George Eliot. 

Read (two to be chosen) : 

"The House of the Seven Gables" Nathaniel Hawthorne. 

"The Tale of Two Cities" Charles Dickens. 

"David Copperfield" Charles Dickens. 

"Lorna Doone" R. D. Blackmore. 

CoMPOSfTiON (two periods weekly). 
Study: "A Progressive Course in English in Secondary Schools," Steb- 
bins — Part II, chapters 3, 4, 7, and 8. 
The work of the term is as follows: 

1. Short themes, both oral and written, of various types. Emphasis 
should be laid on exposition. The subjects chosen should be for the most 
part concrete, carefully limited, and within the pupil's experience. Prac- 
tice should be given in defining terms. Moreover, there should be some 
work in elementary argumentation, based upon questions familiar to the 
pupil. Pupils should have practice in framing propositions on topics of 
interest to them, in defining terms, and in differentiating introduction, 
proof, and conclusion. Emphasis should be laid on the distinction be- 
tween assertion and proof. 

Grammar. 

A systematic review of the principles of English grammar. 
SUGGESTIONS FOR TEACHING. 
Composition. 
1. Expository themes may well deal with topics suggested by the 
reading, as chivalry, tournaments, weaving, witchcraft, etc.; and with 
current topics, especially questions relating to municipal affairs or com- 
munity interests. 



28 High School Course of Study. 

2. For practice debates select propositions dealing with school life 
and problems; as 

a. Only three jears of English should be required in the high school. 

b. Compulsory manual training should be made a part of every high- 
school course of study. 

c. At least one year of Latin should be required of all high-school 
students. 

ENGLISH (5) : Third Year, First Term. 

Literature (three periods weekly). 
Study : 

"Macbeth" ' William Shakespeare. 

Milton's Minor Poems. 

"A First View of English and American Literature," Moody, Lovett, 
and Boynton, chapters 1 to 9. 

Read (two to be chosen) : 

"Kenilworth" Sir Walter Scott. 

"Henry VIII" William Shakespeare. 

"Henry VIII and His Court" Louise Miilbach. 

"Pilgrim's Progress" .John Bunyan. 

"Paradise Lost" (books I and II) John Milton. 

Homer's "Iliad" Translated by Bryant or Pope. 

Homer's "Odyssey" Translated by Bryant, Pope, or Palmer. 

"Henry V" William Shakespeare. 

Composition (two periods weekly). 

The work of the term is as follows : 

1. Short themes of various types. 

2. Continued study of exposition and argumentation, which should 
include the study of various methods of paragraph development and 
should be pursued with increasing insistence on unity, coherence, and 
emphasis in the paragraph. 

3. Study of diction; synonyms and antonyms; specific and general 
terms; words frequently confused. 

Grammar. 
Study of connectives and the various functions of phrases and clauses. 

ENGLISH (6) : Third Year, Second Term. 

Literature (three periods weekly). 
Study : 

"Life of Johnson" Thomas Babington Macaulay. 

"Speech on Conciliation" Edmund Burke. 

"A First View of English and American Literature," Moody, Lovett, 
and Boynton, chapter 10 to the end. 

Read (two to be chosen) : 

"Pride and Prejudice" Jane Austin. 

"Henry Esmond" William Makepeace Thackeray. 

"Vanity Fair" William Makepeace Thackeray. 

"Vicar of Wakefield" ^ Oliver Goldsmith. 

"Gulliver's Travels" (parts) Jonathan Swift. 

"Palamon and Arcite" John Dryden. 

"David Copperfield" Charles Dickens. 

"Jane Eyre" Charlotte Bronte. 

"The Cloister and the Hearth" Charles Reade. 

"The Spectator" (selections) Joseph Addison. 



Outline of English Course. 29 

Composition (two periods weekly). 

The work of the term is as follows: 

1. Themes of various lengths. 

2. Continued work in exposition, which should include at least one 
theme of some length carefully developed through a preliminary outline 
and demanding clear explanation of a somewhat complex, though 
familiar, object of first-hand knowledge. 

3. Continuation of the study of diction. Further study of the struc- 
ture of the whole com.position and of the methods of paragraph develop- 
ment. 

Grammar. 

Study of various functions of the infinitive and participle. 
SUGGESTIONS FOR TEACHING. 
Literature. 

1. The questions for the study of classics given in chapter 9, part II, 
of Stebbins' "Progressive Course in English" will be helpful in the 
teaching of English (5) and (6). 

2. Teach Burke's Speech with the aid of a topical outline, such as the 
Riverside Press series of classics gives in the paragraph topics of its edi- 
tion of the Speech. 

3. Require the pupils to make a brief of certain parts of the speech 
only; as, 

a. The six causes of the spirit of liberty in the colonies. 

b. Burke's objections to the use of force in dealing with the colonies. 

Composition. 

1. The oral themes may well be on topics from the lives of Macaulay 
and Johnson, and reports en the history of England and America pre- 
ceding the American Revolution. Such topics as the Magna Charta, the 
Bill of Rights, the character of George III, and the Navigation Acts, the 
Stamp Act, and the spirit of resistance shown in the various colonies, 
prepare for the study of the Speech. 

ENGLISH (7) : Fourth Year, First Term. (Optional.) 

Literature. 

Study: "Argumentation and Debate". . . .Denney, Duncan, and McKinney. 

Composition. 

The work of the term is as follows : 

1. Briefs, written arguments, oral debates and discussions. 

2. At least one argument of considerable length, developed through 
formal introduction and biief. 

3. The topics chosen for debate should deal with such questions of the 
day as are well within the grasp of the pupils. 

4. Discussions by previously designated members of the class should 
follow the formal debate. 

ENGLISH (8) : Fourth Year, Second Term. (Optionak) 

„ , . Composition and Story Telling. 

"Composition and Rhetoric" (revised edition) Herrick and Damon. 

Read: 

"Some Great Stories and How to Tell Them". .Richard Thomas Wyche. 
"Self Cultivation in Enghsh" George H. Palmer. 

The composition work of the term is as follows : 
1. Short themes of various types. 



30 High School Course of Study. 

2. A composition of considerable length. The student should have 
perfect freedom in the choice of literary form, and is expected to express 
himself correctly and forcibly, in clear, idiomatic English. This pro- 
duction should be a thorough test of his ability to write. 

3. The work in story telling should be conducted on the same plan as 
oral themes. 



Textbooks. 

Although for each English subject there is a prescribed state text, for 
supplementary and other purposes it is necessary for teachers to know 
what other textbooks are available in each subject, and some of the best 
of these should be in the school library. Almost any recently published 
text will be found useful and entirely satisfactory for the conditions it 
was designed to meet; but, on the other 'hand, it is impossible for any text 
to be satisfactory under all conditions; and the problem of the teacher, if 
free to choose, is to find the book that best suits the conditions of his own 
classes; or, if the book is prescribed, to adapt to it those conditions. 

Editions of the classics listed in the published requirements for college 
entrance may be had of any educational publisher. For reviewing the 
history of English literature, besides standard reference works, a list of 
which follows, it is of advantage to have at hand in the school library a 
number of good textbooks for comparison, such as those of Pancoast, 
Halleck, Scudder, Moody and Lovett, Simonds, Newcomer, and Long. The 
authorized text is that of Moody, Lovett, and Boynton, adopted by the 
State Textbook Commission in 1909. 

Good textbooks in composition and rhetoric, in the general order of 
publication, are those of Genung, Newcomer, Webster, Mead and Gordy, 
Scott and Denny (revised), Lockwood and Emerson, Smith and Thomas, 
Herrick and Damon (revised), Gardiner and Kittredge and Arnold, Kava- 
nagh and Beatty, Espenshade, Huntingdon, Lamont, Shackford-Judson, 
Thomas and Howe, Brooks and Hubbard, Baldwin, and Canby. In con- 
siderable demand at the present time are volumes of illustrative selec- 
tions to accompany the formal text in composition; and the more recent 
of these are Nutter and Hersey and Greenough, Grose, and Berkeley, 
intended primarily for college use, but serving equally well for advanced 
high-school work. Also popular to lighten the labor of both teacher and 
class and to accompany a regular text are handbooks of rules and usages, 
such as those of Carson and Woolley. As special aids for high-school 
debaters may be named Alden's Art of Debate, and, more recently pub- 
lished, Pattee's Practical Argumentation, Thomas's Manual of Debate, 
and Denny, Duncan and McKinney's Argumentation and Debate. 

BOOKS FOR THE ENGLISH LIBRARY. 

For the study of English the only laboratory required is a well-equipped 
library. The following list of books has been prepared to show what 
such a library should contain in addition to dictionaries and standard 
editions of the works of English writers. Besides collections of prose 
and verse, the list includes classified titles of valuable reference works 
in seventeen or more subjects belonging to English literature, English 
composition and English language. Groups and authors are in alpha- 
betical order. 

L American Literature. 

Newcomer. — American Literature; Scott, Foresman & Co., 1902; $1. 
Onderdonk. — History of American Verse; McClurg, 1901; $1.25. 
Page. — Chief American Poets; Houghton, 1905; $1.75. 
Pattee. — History of American Literature; Silver, Burdett & Co., revised, 

1909; $1.20. 
Simonds. — Students' History of American Literature; Houghton, 1909; 

$1.10. 



Textbooks. 31 

Stanton. — Manual of American Literature; Putnam's, 1909; $1.75. 
Stedman. — An American Anthology; Houghton, 1900; $2. 
Stedman. — Poets of America; Houghton, 1885; $2.25. 
Trent. — History of American Literature; Appleton, 1903; $1.40. 

IL Biographies. 

American Men of Letters Series; Houghton; each $1.25. 
English Men of Letters Series; early issues, Macmillan; each 40 cents. 
English Men of Letters Series; later issues, Macmillan; each 75 cents. 
Great Writers Series; cheaper edition, W. Scott, London; each 40 cents. 
Hinchman and Gummere. — Lives of Great English Writers — Chaucer to 

Browning; Houghton, 1908; $1.50. 
Vedder. — American Writers of To-day; Silver, Burdett & Co., 1895; $1.50. 

IIL Composition — Exposition, Argument, and Debate. 

Alden.— Art of Debate; Holt, 1900; $1. 

Denney, Duncan and McKinney. — Argumentation and Debate; American 

Book Company, 1910; $1.25. 
Foster. — Argumentation and Debating; Houghton, 1907; $1.25. 
Laycock and Scales. — Argumentation and Debate; Macmillan, 1904; $1.10. 
Mitchell and Carpenter. — Exposition In Classroom Practice; Macmillan, 

1906; 70 cents. 
Pattee. — Practical Argumentation; Century, 1909; $1.10. 
Perry. — Exposition; American Book Company, 1908; $1. 
Thomas. — Manual of Debate; American Book Company, 1910; 80 cents. 

IV. Composition — General Works. 

Baldwin. — Composition, Oral and Written; Longmans, 1909; $1.20. 
Bates. — Talks on Writing English, first series; Houghton, 1896; $1.50. 
Bates. — Talks on Writing English, second series; Houghton, 1901; $1.30. 
Berkeley. — A College Course in Writing from Models ;"Holt, 1910; $1.25. 
CanVy, Sp'del, rnd others. — English Composition in Theory and Practice; 

Macmillan, 1909; $1.25. 
Scott and Denney. — Paragraph Writing, revised edition; Allyn & Bacon, 

1910; $1.25. 
Seward.— Note Taldng; Alljn & Bacon, 1910; 50 cents. 
Thomas and Howe. — Compos'tion and Rhetoric; Longmans, 1908; $1.20. 
Woolley. — Handbook of Composition; Heath, 1908; 80 cents. 
Woolley. — Mechanics of Writing; Heath, 1909; $1. 

V. Criticism and Reprints. 

Bates. — Talks on Teaching Literature; Houghton, 1905; $1.30. 

Bates. — Talks on the Study of Xjiterature; Houghton, 1897; $1.50. 

Brewster. — Literary Criticism; Macmillan, 1907; $1.10. 

Everyman's Library, a growing series of reprints, now numbering about 

450 vols.; Dutton; each, 35 cents. 
Manly.— English Prose (1137-1890); Ginn, 1909; $1.50. 
Panrosst.— Standard English Prore; Holt, 1902; $1.50. 
Shuman. — How to Judge a Book; Houghton, 1910; $1.25. 
Winchester. — Principles of Literary Criticism; Macmillan, 1900; $1.50. 

VL Drama. 

Cafifin.— Appreciation of the Drama; Baker & Taylor, 1908; $1.50. 
Matthews.— A Study of the Drama; Houghton, 1910; $1.50. 
Matthews. — Development of the Drama; Scribner's, 1904; $1.25. 
McEwan. — Freytag's Technique of the Drama; Scott, Foresman & Co., 

1895; $1.50. 
Price. — Technique of the Drama; Brentano, 1892; $1.50. 
Thorndike.— Tragedy; Houghton, 1908; $1.50. 
Woodbridge.— The Drama; Allyn & Bacon, 1898; 80 cents. 



32 High School Course of Study. 

VII. General Literature — Reference Works. 

Botta. — Handbook of Universal Literature; Houghton, latest edition; $2. 
Gosse, editor. — Literatures of the World Series; Appleton; each vol. 

about $1.50. 
Green. — Short History of the English People; American Book Company, 

1896; $1.20. 
Loliee. — History of Comparative Literature (trans, by Power) ; London, 

Hodder & Stoughton, 1906; about $2. 
Ploetz. — Epitome of Universal History; Houghton, latest edition, 1905; $2. 
Saintsbury, editor. — Periods of European Literature; Scribner's; a series, 

each vol. $1.50. 
Strutt. — Sports and Pastimes of the English People; London, Chatto & 

Windus, 1898; about $1. 

VIII. Grammar and Language History. 

Abbott. — Shakesperian Grammar; Macmillan, 1896; $1.50. 

Bradley.— Making of English; Macmillan, 1904; $1. 

Carpenter. — English Grammar; Macmillan, 1906; 75 cents. 

Clodd.— Story of the Alphabet; Appleton, 1900; 35 cents. 

Emerson. — History of the English Language; Macmillan, 1894; $1.24. 

Jesperson. — Growth and Structure of the English Language; Lemcke & 

Buechner, 1906; $1. 
Jespersen. — Progress in Language; Macmillan, 1894; $1.90. 
Kellner.— Historical Outlines of English Syntax; Macmillan, 1892; $1.40. 
Krapp. — Elements of English Grammar; Scribner's, 1908; 80 cents. 
Leonard. — Grammar and its Reasons; A. S. Barnes, 1908; $1.50. 
Lounsbury. — History of the English Language; Holt, 1894; $1.12. 
i.iorris. — Historical Outlines of English Accidence, revised by Kellner and 

Bradley; Macmillan, 1895; $1.40. 
Nesfield. — English Grammar, Past and Present; Macmillan, 1898; $1.10. 
Scott and Buck. — English Grammar; Scott, Foresman & Co., 1906; 60 

cents. 
Sweet. — History of Language; Macm.illan, 1900; $1. 
Sweet. — New English Grammar, part I; Oxford University Press, 1892; 

$2.60. 
Sweet. — New English Grammar, part II; Oxford L^niversity Press; 1898; 

90 cents. 
West. — English Grammar; Macmillan, 1894; 60 cents. 
Wyld.— Growth of Enghsh; Button, 1907; $1. 
Wyld.— Historical Study of the Mother Tongue; Murray, 1906; about $2. 

IX. Language — General References. 

Fernald. — Connectives of English Speech; Funk and Wagnalls, 1903; 

$1.50. 
Fernald. — Sj-nonyms, Antonyms, and Prepositions; Funk and Wagnalls, 

1897; $1.50. 
Greencugh and Kittredge. — Words and Their Ways in English Speech; 

Macmillan, 1901; $1.10. 
Krapp. — Modern Enghsh, Its Growth and Use; Scribner's, 1909; $1.25. 
Lounsbury. — Enghsh Spelhng and SpelHng Reform; Harper's, 1909; 

$1.25. 
Lounsbury. — Standard of Pronunciation in English; Harper's, 1903; 

$1.20. 
Lounsbury. — Standard of Usage in English; Harper's, 1908; $1.50. 
Phyfe. — Twelve Thousand Words Often Mispronounced; Putnam's, latest 

edition; $1.25. 
Skeat. — Etymological Dictionary of the English Language; Oxford, Uni- 
versity Press; third edition, 1908; $11. 



Textbooks. 33 

X. Literature — Helps in Study and Teaching. 

Carpenter, Baker and Scott. — The Teaching of English- Longmans, 1903: 

$1.50. 
Chubb.— The Teaching of English; Macmillan, 1902; $1. 
Gayley. — Classic Myths in English Literature; Ginn, 1893; $1.65. 
Guerber. — Legends of the Middle Ages; American Book Company, 1896; 

$1.50. 
Guerber. — Myths of Greece and Rome; American Book Company, 1893; 

$1.50. 
Guerber. — Myths of Northern Lands; American Book Company, 1895; 

$1.50. 
Heydrick. — How to Study Literature; Hinds, Noble & Eldridge, 1902; 

75 cents. 
Hopkins. — Handbook on the Teaching of English; Scott, Foresman & Co., 

1904; 25 cents. 
Ryland. — Chronological Outlines of English Literature; latest edition, 

Macmillan, 1907; $1.40. 
Skinner. — Myths and Legends of our Own Land; Lippincott, 1896; 2 vols., 

each $1.50. 
Thomas. — How to Teach English Classics; Houghton, 1910; 15 cents. 
Whitcomb. — Chronological Outlines of American Literature; Macmillan, 

1894; $1.25. 

XL Literature — Histories. 

Brooke. — English Literature from the Beginning to the Norman Con- 
quest; Macmillan, 1898; $1.50. 

Brooke. — History of Early English Literature; Macmillan, 1892; $2.50. 

Gosse. — History of English Literature in the Eighteenth Century; Mac- 
millan, 1891; $1. 

Long.— English Literature, Textbook of; Ginn & Co., 1908; $1.35. 

Newcomer. — English Literature, Textbook of; Scott, Foresman & Co., 
1906; $1.25. 

Saintsbury. — Elizabethan Literature; Macmillan, 1887; $1.50. 

Saintsbury. — History of Nineteenth Century Literature; Macmillan, 
1896; $1.50. 

Saintsbury. — Short History of English Literature; Macmillan, 1898; 
$1.50. 

Schofield. — English Literature from the Conquest to Chaucer; Mac- 
millan, 1906; $1.50. 

Simonds.— English Literature, Textbook of; Houghton, 1902; $1.25. 

XII. Literature — Special Works. 

Beers. — History of EngUsh Romanticism in the Nineteenth Century; 
Holt, 1901; $1.75. 

Crawshaw.— The Making of English Literature; Heath, 1907; $1.25. 

Gosse. — History of Modern English Literature; Appleton, 1898; $l.oO. 

Hales.— Handbooks of Enghsh Literature; Macmillan; a series, each vol- 
ume about $1. 

Scudder.— Social Ideals in Enghsh Letters; Houghton, 1898; $1.75. 

Tucker. — The Foreign Debt of Enghsh Literature; Macmillan, 1907; $2. 

XIII. Novel. 
Cross.— Development of the Enghsh Novel; Macmillan, 1899; $1.50. 
Hamilton.— Materials and Methods of Fiction; Baker & Taylor, 1908; 

$1.50. 
Home.— The Technique of the Novel; Harper's, 1908; $l.oO. 
Perry.— The Study of Prose Fiction; Houghton, 1902; $1.25. 
Raleigh.— The Enghsh Novel; Scribner's, 1894; $1.25. 
Stoddard.— Evolution of the Enghsh Novel; Macmillan, 1900 ; $l.oU. 
Whitcomb.— The Study of the Novel; Heath, 1905; $1.25. 

-3 



34 High School Course of Study. • 

XIV. Punctuation. 

Bigelow. — Handbook of Punctuation; Lothrop, Lee & Shepard, 1893; 50 

cents. 
Chase, T. N. — Punctuation and Paragraphing; T. N. Chase, 1909; 15 

cents. 
De Vinne. — Correct Composition; Century Publishing Company, 1902; $2. 
Perry. — Punctuation Primer; American Book Company, 1908; 30 cents. 
Ramsay. — Principles of Modern Punctuation; R. L. Ramsay, 1909; gratis. 
Teall. — Punctuation; Appleton, 1897; $1. 

XV. Short Story. 

Albright.— The Short Story; Macmillan, 1907; 90 cents. 

Baldwin. — American Short Stories; McClurg, 1902; $1. 

Canby.— Book of the Short Story; Appleton, 1904; $1.10. 

Cody.— World's Greatest Short Stories; McClurg, 1902; $1. 

Esenwein. — Writing the Short Story; Hinds, Noble and Eldredge, 1909; 

$1.25. 
Mabie. — Stories New and Old, American and English; Macmillan, 1908; 

$1.50. 
Matthews. — The Short Story; The American Book Company, 1907; $1. 
Matthews. — The Philosophy of the Short Story; Longman's, 1901; 50 

cents. 
Taylor. — Composition in Narration; Holt, 1910; 75 cents. 

XVI. Verse — Histories, Collections, and Special Works. 

Bronson.^ — English Poems; University of Chicago Press, 1905-'10; 4 vol- 
umes, each $1.50. 

Gummere.— Popular Ballad; Houghton, 1907; $1.50. 

Manly.— English Poetry; 1170-1892; Ginn, 1907; $1.50. 

Newcomer- Andrews. — Twelve Centuries of English Poetry and Prose; 
Scott, Foresman & Co., 1910; $1.75. 

Page. — British Poets of the Nineteenth Century; Sanborn, 1904; $2. 

Pancoast.— Standard English Poems; Holt, 1899; $1.50. 

Saintsbury. — Historical Manual of English Prosody; Macmillan, 1910; 
$1.60. 

Stedman. — Victorian Anthology; Houghton, 1895; $1.75. 

Stedman.— Victorian Poets; Houghton, 1887; $2.25. 

Symonds. — Romantic Movement in English Poetry; Button, 1909; $2.50. 

Ward. — EngHsh Poets; Macmillan, latest edition; 4 vols., each $1. 

XVII. Verse — Structure. 

Alden.— Specimens of English Verse; Holt, 1903; $1.25. 
Alden.— Introduction to Poetry; Holt, 1909; $1.25. 
Corson.— Primer of English Verse; Holt, 1892; $1.25. 
Gunnere. — Handbook of Poetics; Ginn, 1885, $1. 
Matthews.— A Study of Versification; Houghton, 1911; $1.25. 



MATHEMATICS. 

Two units required; two units elective. 

It is possible that before many yeai^s the subjects now taught in our 
public schools as arithmetic, algebra and geometry will be combined into 
a unified course and taught as the single subject of mathematics. The 
end to be desired would seem to be not merely that arithmetic, algebra 
and geometry may be taught simultaneously, but that these different 
phases of mathematics may be brought together into a genuine synthesis. 
To what extent such a synthesis is possible remains to be seen. In Ger- 
many and France simultaneous instruction in algebra and geometry has 
long been the custom, and one does not need to make a very serious study 



Algebra. 35 

of their programs to discover how much farther advanced in mathematics 
are their pupils than are Americans in corresponding grades. One who 
has spent considerable time in personal inspection of French secondary 
schools recently wrote: "Throughout the mathematics course one is im- 
pressed with the intimate relations existing among the various subjects. 
Arithmetic is not carried to a certain point, there to give way to algebra, 
in its turn, perhaps, to be supplanted by geometry; but from the fifth form 
in one division and from the fourth form in the other, at least two sub- 
jects are run conjointly. Some of the difficulties of algebra are thus al- 
ready discounted by the elementary notions of the unknown quantity that 
have previously been encountered in the arithmetic. Geometry is es- 
pecially emphasized in its numerical aspect, and in division B the me- 
chanical drawing is closely correlated with them all. The result is that 
the mathematics work appears as a single unified subject with several 
facets, rather than as so many discrete studies of the school curriculum." 
(Farrington, French Secondary Schools, N. Y. 1910, p. 271.) 

This readjustment of the mathematical curriculum is being worked out 
in the United States, not as a mere imitation of what is being done 
abroad, but in accordance with our widely different educational ideals and 
conditions. Textbooks written from this point of view are beginning to 
appear, and it is to be hoped that in a few years a fairly good selection 
will be available. 

In Kansas the adoption of the Brooks-Myers arithmetic was to some 
extent a movement in this direction. However, until high-school text- 
books written from this point of view are safely past the experimental 
stage it seems best to arrange the high-school course in mathematics ac- 
cording to the following outline, which is in accord with the recommenda- 
tions made some time ago by a committee of the Kansas Association of 
Mathematics Teachers. 

I. ALGEBRA. One Unit. 

One year of algebra, consisting of the following topics: Algebraic 
notations, negative numbers, addition and subtraction, signs of aggrega- 
tion, equations and problems, multiplication and division, type forms in 
multiplication and the factoring of the results, fractions and fractional 
equations, simultaneous linear equations, graphs and loci, involution, 
square root of numbers with a few polynomials, simplificaticn of surds, 
quadratic equations. In general it is well to use the equation as a basis 
for this year's work, and to give the student those parts of algebra es- 
sential for a working knowledge of the equation. 

To spend much time in developing formal operations, for which the 
student sees no use, does not awaken interest, however much it rnay con- 
form to the logic of the subject. If, in attempting to solve equations and 
problems involving equations, the student can be led to see a necessity 
for developing certain formal processes, such algebraic manipulations 
cease to be purposeless and become natural and desirable to whatever ex- 
tent the need for them has been made apparent. The interest of the 
student and the processes through which his mind passes in acquiring 
a working knowledge of the subject are more to be considered than the 
logical development of the subject matter. It is true that the selection 
of the textbook determines largely the nature of the material to be used, 
but the teacher decides for himself the manner and order in which that 
material is taken up. Students take pleasure in learning that which will 
enable them to realize themselves in some kind of immediate accomplish- 
ment. Hence, while the solution of equations and problems is not the 
chief purpose in all of the study of elementary mathematics, it may well 
be given the greatest emphasis during this first year's work, on account 
of its interest-awakening power. If this be done it will be necessary to 
limit the extent to which formal operations are developed when first taken ■ 
up, and to omit complicated forms and problems requiring difficult manipu- 
lations of symbols. Such omissions will allow time for a fairly adequate 



36 High School Course of Study. 

treatment of the quadratic equation. That the theory of the general quad- 
ratic should be included in the first year's work seems highly desirable 
for two reasons: (1) Since one year of algebra is all that is required in 
many high schools, so that many students get no more than the one year, 
it is desirable to make that one year as complete as possible, keeping a 
■distinct aim in view. (2) Much use can be made of the quadratic in the 
geometry which is recommended to be taken before the last half year's 
work in algebra. 

II. PLANE GEOMETRY. One Unit. 

The work should include the usual theorems and constructions of 
good textbooks, including the general properties of plane rectilinear fig- 
ures, the circle and the measurement of angles, similar polygons, areas, 
regular polygons, and the measurement of the circle. 

The solution of original exercises is of the utmost importance and 
should be emphasized from the beginning. They should include loci prob- 
lems as well as algebraic and numerical applications. 

For a syllabus of the most important theorems and many suggestions 
regarding the teaching of geometry the teacher should read the report 
■of the Committee of Fifteen of the National Education Association, which 
has been published in pamphlet form and may be secured gratis upon 
application to the Commissioner- of Education, Department of the Interior, 
Washington, D. C. 

Every student should be provided with a protractor as well as a ruler 
and compasses, and problems of construction should be carefully and 
accurately drawn. The teacher can add to the interest of the work by 
seeing that pupils become acquainted with the history of some of the 
more important theorems. If possible, copies of some of the available 
histories of mathematics should be at hand and the class be made familiar 
with them by references and assigned readings. 

It is probably wise to omit the theory of limits and incommensurables 
from this course. 

III. SOLID GEOMETRY. One-half Unit. 

The work in solid geometry should include the usual theorems and 
tjonstructions of good textbooks, including the relations of planes and lines 
in space, the properties and measurements of prisms, pyramids, cylinders 
and cones, the sphere and the spherical triangle, the solution of numerous 
original exercises, including loci problems. 

The algebraic statement of theorems and formulas should receive 
special attention. Insistence upon accurate drawings, the use of blocks 
and models, and the construction of cardboard models of as many as 
possible of the solids studied, will all be found useful. 

IV. ALGEBRA BEYOND QUADRATICS. One-half Unit. 

;Schools which do not offer college algebra or trigonometry will find 
it profitable to place this half-year of algebra in the fourth year of the 
course, instead of the last half of the third year. The student will then 
be more mature' and better able to do abstract thinking. 

The work should begin with a rapid review of the first year's course, 
including much of the more difficult work previously omitted. The 
course should include graphs of quadratic functions, problems involvmg 
quadratic equations, equations in the quadratic form, simultaneous quad- 
ratics (solutions of simpler ones illustrated by graphs), arithmetical and 
geometrical progressions, binomial theorem for positive integral exponents, 
and logarithms. . , , . , 

Much emphasis should be laid upon the function and functional think- 
ing. 



Physical Geography. 37 

Fourth-year Mathematics. 

In high schools offering four years of mathematics it is recommended 
that the fourth year's work consist of plane trigonometry one-half year, 
and college algebra one-half year. If both are taught the trigonometry 
should precede the algebra. 

PLANE TRIGONOMETRY. One-half Unit. 

The work should include the definitions and relations of the six 
trigonometric functions as ratios, circular measurement of angles, solu- 
tion of right triangles, proof of important formulae, much practice in 
trigonometric transformations, use of logarithms^, solution of oblique 
triangles, practical problems. 

It should be made clear to the student that the use of logarithms is 
not a necessity but a convenience in the solution of trigonometrical prob- 
lems. He should be led to see that the use of logarithms, by substituting 
addition and subtraction for multiplication and division, economizes both 
time and labor. Some problems, therefore, should be solved by use of 
the tables of natural functions before logarithms are introduced. 

COLLEGE ALGEBRA. One-half Unit. 

This course should include the following topics : Permutations and 
combinations, limited to simple cases; complex numbers, with graphic 
representation of sums and differences; determinants of the second, third 
and fourth orders, including the use of minors and the solution of linear 
equations; numerical equations of higher degree, and so much of the 
theory of equations, with graphic methods, as is necessary for their 
treatment, including Descartes' rules of signs and Horner's method, but 
not Sturm's functions or multiple roots. 



PHYSICAL GEOGRAPHY. 

One-half unit, elective. 

The following outhne includes only the most essential facts and princi- 
ples of physical geography, which must be studied in the classroom and 
laboratory. 

THE EARTH A.S A GLOBE. 

Shape of Earth. — How proved ; probable causes of. 

Size. — How measured. 

Rotation. — How proved; day and night; longitude and time; latitude. 

Revolution. — How proved; rate; path; direction. 

Seasons and their causes. 

Magnetism. — Compass; variation in. 

Map Projection explained. 

THE LAND. 

Distribution. — Graphic representation of topography. 

Changes in Land Areas and in Land Forms. — Effects of (1) eleva- 
tion and depression, (2) deposition of sediments, (3) shore erosion. 

Plains. — Plains distinguished from the plateaus and mountains. 
Kinds of plains: classification based on genesis, on topography, on fer- 
tiUty, etc. Development of plains of different forms. Distribution of the 
great plains of the earth. The costal plain of the Atlantic and Gulf 
coasts. The plains of the eastern interior. The plains of the western 
interior. Effect of climate and rock structure on topography of plains. 
Alluvial plains: their formation and importance. Relation of hfe to 
different forms of plains. 



38 High School Course of Study. 

Plateaus. — Relations to plains and to mountains. Stages in the his- 
tory of a plateau; young plateaus, dissected plateaus, old plateaus, broken 
plateaus. Effect of climate, rock structure, etc., on topography of pla- 
teaus. Locations of the great plateaus. Life conditions on plateaus. 

Mountains. — Classes: block mountains; folded mountains; domed 
mountains; mountains of circumdenudation. History of mountains. Ef- 
fects of climate, rock structure, etc., on mountain topography. Life con- 
ditions in mountains. 

Volcanoes. — Distribution. Phenomena of eruptions. History of a 
volcano. Influence of volcanoes on topography and life. 

Rivers. — Life history of a river from birth to old age. The work of 
rivers. The topograp'hy of surfaces shaped by river erosion at different 
stages of valley development. Revived rivers. Drowned rivers and val- 
leys. The great drainage basins of the United States. 

Lakes. — The distribution of lakes, particularly in North America. 
The changes which they are undergoing. Their relations to rivers. 
Their effect on climate. Their relations to life in general. Salt lakes; 
their history. The origin of lake basins. 

Glaciers. — The nature of glacier ice. The distribution of glaciers. 
The conditions necessary for glaciers. Types of glaciers. The work of 
glaciers. Glaciated areas compared and contrasted with areas which 
have not been affected by ice; especially the glaciated and nonglaciated 
areas of North America. 

THE ATMOSPHERE. 

Composition and office of atmosphere. Instruments used in study of 
atmosphere. 

Temperature. — Source of atmospheric heat, and variations of atmos- 
pheric temperatures. Isothermal charts of world, and of the United 
States, especially the January, July and annual charts, with special study 
of (1) isotherms of northern and southern hemispheres, (2) location of 
heat equator, (3) cold pole, (4) crowded isotherms, etc. 

Pressure. — Measurement of pressure. Determination of altitudes by 
atmospheric pressure. Relation to temperature. Study of isobars on 
United States weather maps. Distribution of pressure in general, in mid- 
winter (January), and in midsummer (July). Relation of pressure 
(isobars) and temperature (isotherms). 

Circulation of Atmosphere. — Winds; their causes; their classes; and 
their effects. 

MOISTURE- — Sources. Conditions for precipitation. Forms of pre- 
cipitation; rain and snow; dew and frost; distribution of rain and snow; 
principles governing. Relation of precipitation to life. 

Storms. — Cyclones of temperate and tropical latitudes. Paths and 
characters of storms of United States. Relation of storms to general 
weather conditions. Weather at different seasons; study and construc- 
tion of weather maps. Relation of weather to climate. Relation of climate, 
weather, etc., to life and to human industries. 

THE OCEAN. 

Form. — Divisions and general characteristics of the oceans, and of 
ocean basins. Depth, density and temperature of ocean waters. Char- 
acteristics of ocean floor; topography, material, etc. The hfe of the 
oceans. 

Movement of Ocean Waters. — Waves; cause and effect. Currents; 
causes and their proofs ; important currents ; effects of currents on clirnate, 
life, etc. Tides; character of motion; causes of tides; variation of tides, 
and their causes; bores; effect of tides on navigation, harbors, etc. 

Work of Ocean. — Erosion and deposition. Shore lines; the leading 
types, and their distribution. Influence of harbors and coast lines, now 
and in the past. 



Physiology. 39 

Summary. — The outline given can but enumerate the larger topics to 
be covered, and in a way suggest the point of view desired. Each topic 
should be treated so as to show its causal relations to other topics. So 
far as possible, the effects of earth features on life (especially human 
life) conditions should be emphasized. 

Throughout the work an effort should be made to develop the student's 
ability to use the data presented. The acquisition of the facts presented 
in the textbooks is in itself of relatively little value. The student should 
be taught to apply, out of doors and in the laboratory, the principles de- 
veloped in the classroom. When he can do this, and when he can utilize 
and combine the data presented in the books in new ways and to new 
ends, one of the chief aims of the study has been accomplished. 

The course should include: 

a. The study of one of the leading secondary textbooks in physical 
geography, for the sake of essential principles, and of well-selected facts 
illustrating those principles. 

h. Individual laboratory work should occupy from one-fourth to one- 
half of the time of the student in the classroom. Field trips should take 
the place of some of the laboratory woi-k. The results of laboratory work 
should be carefully recorded in writing, and in many cases should be 
made the basis of classroom discussion. Similarly the field work should 
be made the basis of written reports or of subsequent classroom dis- 
cussion, or both. In general the laboratory and the field should be made 
to afford illustrations of as many principles and phenomena as possible. 



ELEMENTARY SCIENCE. 

There is a growing recognition of the value of a study of elementary 
science, physical and biological, in the freshman year of the high school. 
This plan is strongly recommended by committees of science teachers, and 
is rapidly finding a place in the curriculum of the secondary schools 
throughout the country. Two arguments for its introduction are: First, 
that it affords a knowledge of the fundamental facts of science to the 
large body of pupils who do not complete the four-year course. Second, 
that it serves an admirable purpose as an introduction to the more 
thorough study of the sciences to those who do complete the course. 

A most excellent text is Introduction to General Science, by Rowell, 
published by the Macmillan Company. Another text confined entirely 
to the study of the simpler phases of physics and chemistry is First 
Science Book, Higgins, by Ginn & Co. 



PHYSIOLOGY. 



To promote the physical welfare of the child is the principal aim in 
the teaching of school physiology. This includes a knowledge of con- 
ditions favorable to growth and conducive to health and bodily vigor. 
Hygiene and sanitation treat of these facts. 

To teach the structure and functions of the body without hygiene and 
sanitation is to miss the highest value of the subject, whatever other 
values may be realized. On the other hand, to teach hygiene and sani- 
tation without the elements of anatomy and physiology is to build on 
the sand, with no scientific basis. Let this foundation, then, be adequate 
to an intelligent understanding of hygiene, but do not give all of the 
time and effort of the class to laying the foundation. 

Properly taught, physiology is one of the most practical of utilitarian 
subjects, in that it teaches people how to safeguard health, the most 
valuable economic asset they possess. Health means power to work with 
body and mind, economy in cost of living, longevity and enjoyment. 

The true scientific spirit should pervade the teaching of school physi- 



40 High School Course of Study. 

ology; it should be related to the everyday activities and conditions of 
life that affect health, and should be made concrete and personal. More- 
over, the teaching of hygienic facts is not sufficient, for these facts must 
be transformed into hygienic actions, and hygienic actions into hygienic 
habits. 

The following outline is, with some modifications, based upon Conn and 
Budington's Advanced Physiology and Hygiene. Hough and Sedgwick's 
The Human Mechanism, Ginn & Co., Chicago, has also been frequently 
consulted. The high-school library should contain the latest editions of 
Walter's Physiology, Fitz's Physiology and Hygiene, Martin's Human 
Body, Wilson's The Cell in Development and Inheritance, Davison's 
Human Body and Health, Bergey's Principles of Hygiene, Ritchie's Primer 
of Sanitation, and Hough and Sedgwick's The Human Mechanism, as 
reference books for pupils and teacher. Bulletins of the State Board of 
Health will be sent regularly on request to the secretary. The teacher's 
library should include Gray's Anatomy and Hall's Textbook of Physiology, 
Normal and Pathological, or similar new advanced textbooks. 

Every student in physiology should keep a notebook embodying the 
essentials of this subject, including suggestive notes, outlines, diagrams, 
and records of demonstrations and experiments. Outlines in Physiology, 
by Prof. C. H. Nowlin, Kansas City, Mo., will be found helpful in this 
connection. 

I. Living Material of the Body. 
(See Conn and Budington, ch. I.) 



1. Definition of terms. 


A. 


Physiology. 


B. 


Human physiology. 


C. 


Anatomy. 


D. 


Histology. 


E. 


Hygiene. 


F. 


Organism. 


G. 


Organ. 


H. 


Function. 


I. 


Tissue. 



2. Cells: the units of work and of structure. 

A. Kinds of cells. 

B. Structure of cells. 

C. Description of protoplasm. 

D. Activities of cells. 

1. Growth and repair. 

2. Division. 

3. Motion. 

3. Unicellular and multicellular animals. 

A. Division of labor. 

B. Supreme importance of cells in the work of the body. 

IL Nutrients or Foodstuffs, 

(Conn and Budington, ch. II, III; Hall, ch. V.) 

1. Terms to be understood; chemical elements; chemical compounds; 

foods; nutrients; condiments; solutions; emulsions. 

2. Foods classified. (See Martin's Human Body.) 

A. Proteids: examples and uses. 

B. Carbohydrates: examples and uses. 

C. Fats: examples and uses. 

D. Inorganic salts and water. 

3. Food values. 

1. Tables. (See Bulletin Kansas State Board of Health, Feb- 
ruary, 1911.) 



Physiology. 41 

4. Food habits. 

A. Study of rations. 

B. Habits of eating. 

1. Overeating. 

2. Frequency of eating; appetite as a guide. 

3. Vegetarianism. 

4. Proper use of condiments. 

5. Cooking. 

A. Three reasons. 

B. Best methods. 

6. Beverages. 

A. Water: why use plenty. 

B. Value and danger of other drinks. 

C. Alcohol: undesirable effects. 

III. Fermentation and Germ Diseases. 
(Conn and Budington, ch. IV; Hough and Sedgwick, ch. XXX. > 

1. Kinds of ferments. 

A. Organized: yeasts, bacteria. 

B. Unorganized: ptyalin, pepsin, etc. 

C. Points of similarity and difference. 

2. Bacteria. 

A. Description: size, multiplication, forms. 

B. Where found. 

C. Beneficial bacteria: many kinds. 

D. Harmful (pathogenic) bacteria: few kinds. 

3. Immunity. 

A. Natural: all possess it to some extent. 

1. How increased or decreased. 

B. Artificial. (See Bulletin State Board of Health, May, 1911.) 

1. Acquired by having disease, vaccination, etc. 

4. Methods of killing bacteria discussed. 

A. Sterilizing. 

B. Disinfecting. 

C. Pasteurizing. 

IV. Digestion of Food. 

(Conn and Budington, ch. V, VI, VII, VIII.) 

1. Object of digestion. 

2. Salivary digestion, or digestion in the mouth. 

A. Mechanism. 

1. The teeth: sets, kinds, parts, materials, decay. 

2. The tongue: structure and uses. 

3. The salivary glands: location and use. 

B. Processes. 

1. Mastication: importance, Fletcherism. 

2. Secretion of saUva: how stimulated; quantity. 

3. Starch digestion: work of ptyahn; how long contmued; 

how stopped. 

C. Diseases of mouth and throat. 

1. Tonsilitis: symptoms, treatment. _ . 

2. Diphtheria: distinguished from tonsilitis; antitoxin 

treatment (see Bulletin, March, 1910; also, special 
Bulletin State Board of Health) ; quarantine. 

3. Mumps: often serious; isolate patient. 

D. Care of the teeth: keep clean; consult dentist. 

3. Gastric digestion, or digestion in the stomach. 

A. Mechanism: the stomach. 

1. Location, shape, capacity. 

2. Coats, openings, valves. 

3. Gastric glands. 



42 High School Course of Study. 

3. Gastric digestion, or digestion in the stomach — continued. 

B. Processes. 

1. Storage, peristalsis. 

2. Secretion of gastric juice influenced by appetite and 

psychic stimuli. 

3. Quantity and composition of gastric juice. 

4. Work of gastric juice. 

a. Of hydrochloric acid. 

b. Of pepsin. 

c. Of rennin. 

4. Intestinal digestion. 

A. Mechanism: small intestine, large intestine, pancreas, liver. 

1. Location and structure of each. 

B. Processes. 

1. Muscular movements: peristaltic. 

2. Secretion of intestinal juice: composition. 

3. Work of pancreatic juice: action of trypsin; of amylop- 

sin; of steapsin. 

4. Work of bile. 

5. Work of large intestine. ' 

5. Absorption of food. 

A. By blood vessels: through the liver. 

1. All sugar. 

2. Most peptone, salts, acids and water. 

B. By lacteals. 

1. All oil products. 

2. Little peptone, salts, acids and water. 

6. Diseases of the intestinal tract. 

A. Summer complaint. 

1. Cause, treatment. 

B. Appendicitis. 

1. Probable causes: taking cold, constipation, sedentary 

habits, infection, weak organ. 

2. Treatment. 

C. Typhoid fever. 

1. Cause: typhoid bacilli. 

2. Germs found in water, milk, oysters. 

3. Flies carry the germs. (See Bulletin State Board of 

Health, April, 1911.) 

4. Prevention: care of food and drink supply; disinfect all 

that comes from the sick room. 

V. The Blood. 

(Conn and Budington, ch. IX.) 

1. Quantity of blood. 

2. Composition. 

A. Plasma: composition and use. 

B. Red corpuscles : size, shape, color, origin, composition, use, fate. 

C. White corpuscles: size, shape, color, origin, composition, move- 

ment, use, fate. 

D. Platelets: size, shape, color, vise. 

3. Clotting: description, favorable conditions, purpose. 

4. Diseases of the blood. 

A. Blood-poisoning. 

1. Cause: pus-forming bacteria, usually in a wound. 

2. Prevention: disinfect all wounds; cover with disinfecting 

ointment and sterile bandage. 

B. Malaria, ague. 

1. Cause: germs (protozoa) carried by mosquitoes. 

2. Prevention: protect sick person from mosquitoes; destroy 

breeding places of mosquitoes. 



Physiology. 43 

-4. Diseases of the blood — continued. 
C. Yellow fever. 

1. Cause: germs carried by mosquitoes. 

2. Prevention: same as for malaria. 

VI. The Heart and Blood Vessels. 

(Conn and Budington, ch. X.) 

1. The heart. 

A. Location, size, shape, coverings. 

B. Internal anatomy: auricles, ventricles, valves, septum. 

C. Regulation. 

1. Impulse to beat. 

2. Inhibitory influences. 

3. Acceleratory influences. 

2. The arteries and veins: structure and functions. 

3. The capillaries: structure and use. 

VII. Circulation of Blood and Lymph. 

(Conn and Budington, ch. XL) 

1. Causes of blood pressure. 

2. Checking hemorrhages. 

3. Regulation of the circulation. 

4. Abnormal circulation. 

A. Fainting: Cause and treatment. 

B. Causes and results of "high pressure." 

5. The Lymph. 

A. Source: plasma of the blood. 

B. Uses: nourish tissues and collect waste matter. 

C. Disposal: returned to the blood. 

6. Location, function and use of lymph nodes. 

VIII. Respiration. 

(Conn and Budington, ch. Xll, XIII.) 

1. The respiratory organs. 

A. The nose and pharynx: description. 

1. Reasons for breathing through the nose. 

2. Sense of smell: location and use. 

B. The trachea and lungs: structure and use. 

1. Colds: caused by bacteria; induced by exposure, im- 

proper ventilation, clothing, bathing, exercise. 

2. Pneumonia. 

a. Usually follows a cold. 

b. Serious character: call physician. 

3. Tuberculosis. 

a. Cause: tubercle bacilli. 

b. Varieties. 

c. Means of checking tuberculosis. (See text, pp. 

185 to 189, Bulletins State Board of Health.) 

d. Treatment: pure, air, nourishing food, exercise, 

sunshine. 

2. Mechanism and chemistry of respiration. 

A. Rib breathing and diaphragm breathing: need of large ca- 

pacity. , ,. ., 

B. Changes in the air during breathing: oxygen, carbon dioxide, 

temperature, moisture. 

C. Breathing and exercise. — "second wind." 



44 High School Course of Study. 

2. Mechanism and chemistry of respiration — contimwd. 

D. Ventilation. 

1. Necessity. 

2. Principles (six). 

3. Systems of ventilation (Davison). 

4. Rule: "ventilate." 

E. Treatment in cases of suffocation and drowning (Davison). 

F. The vocal organs: structure. 

1. Discussion of pitch, quality and loudness. 

2. Care of the voice. 

IX. Excretion. 

(Conn and Budlngton, ch. XIV, XV.) 

1. Organs of excretion: list, with substances eliminated. 

These svibstances are waste products separated from the blood, and 
therefore do not include indigestible portions of food ex- 
pelled from the intestine. 

2. Anatomy of the kidneys. 

A. Number, size, location, shape. 

B. Structure: shown by diagram and studied by specimen of pig's 

kidney. 

3. Action of kidneys in excreting urine: filtration of water and salts, 

and cell-selection of urea. 

4. Diseases. 

A. Bright's disease. 

1. Failure of kidneys to excrete urea. 

2. Excretion of albumin. 

3. Consult physician. 

B. Diabetes. 

1. Excretion of sugar by kidneys. 

2. Faulty nutritive processes. 

3. Diet, little carbohydrate. 

4. Consult physician. 

5. The skin. 

A. Structure. 

B. General functions. 

C. Glands. 

1. Sabaceous: location, description-, work. 

2. Sweat: location, description, work, regulation. 

D. Hair and nails : care of each. 

6. Regulation of body temperature: by lungs, skin, circulation and 

perspiration. 

7. Care of the skin. 

A. Bathing. 

1. Need, frequency, kinds. 

2. Rule: "bathe." 

B. Clothing: quality and quantity for different seasons. 

C. Burns. 

1. Smother fire. 

2. Cover burn with oil or vaseline. 

D. Frostbites: warm slowly and keep cool. 

E. Pimples, boils, carbuncles. 

1. Treat antiseptically. 

2. Do not pick with the fingers. 

3. Protect with sterile covering. 

4. Those subject to pimples should use medicated soap. 



Physiology. 45 

X. The Skeleton: Bones, Cartilages, Ligaments. 

(Conn and Budington, ch. XVI.) 

1. Skeletons the pupils have seen. 

A. Outside skeletons. 

B. Inside skeletons. 

C. Mixed skeletons. 

Note.— Every high school should he supplied with an articulated human skeleton. 
Pupils will bring a variety of bones to the class for comparison. 

2. Functions of the skeleton. 

3. Chemical composition of bone. 

A. In children. 

B. In adults. 

4. Care of the bones. 

A. Habits and nutrition of child. 

B. Repair of broken bones. 

5. Cartilage: structure and uses. 

6. Joints. 

A. Structure. 

B. Classification. 

C. Sprains and dislocations: prevent inflammation; give rest or 

little exercise. 

7. Care of the feet: proper shoes to wear. 

XI. Muscles and Tendons. 

(Conn and Budington, ch. XVII; Hough and Sedgwick, ch. XVII.) 

1. Muscles the pupils have seen : the various colors of muscles in fowls, 

fishes, quadrupeds. 

2. Tendons : studied in class, using such material as the leg of a chicken. 

3. Muscles classified as to — 

A. Structure. 

B. Form. 

C. Location. 

D. Nerve control. 

4. Conditions affecting efficiency. 

A. Temperature. 

B. Fatigue. 

C. Nutrition. 

D. Training. 

5. Effects of use and disuse. 

6. Exercise. 

A. Physiological effects (eight) . 

B. Characteristics of a good exercise (five) . 

C. Corrective exercises for — 

1. Round shoulders. 

2. Drooping neck. 

3. Lateral curvature of spine. 

4. Lack of development of other parts. 

D. Hygienic value of corrective exercises. 

E. Value of plays and games. 

F. Athletics, use and abvise. 

G. Exercises for nervous coordination. 

7. Diseases of muscles. 

A. Tetanus. 

1. Caused by tetanus bacillus: germ from the soil intro- 
duced into flesh. 



46 High School Course of Study. 

7. Diseases of muscles — continued. 
A. Tetanus. 

2. Preventive measures. 

a. Thoroughly disinfect the v?ound. 

b. In case of unusual danger use antitoxin. 

3. Treatment: administer antitoxin early, in large doses.. 

(See Bulletin Kansas State Board of Health, May,. 
1911.) 

XII. The Nervous System. 

(Conn and Budington, ch. XVIII.) 

1. Terms to be understood: neuron, dendrite, axon, nerve fiber, nerve 

center, stimulus, reaction, motor, sensory, afferent, efferent, central, 
peripheral, reflex. 

2. Central nervous system, consisting of— 

A. Central organs: brain, cord, ganglia. 

B. End organs: special sense organs and motor end plates in 

muscles. 

3. Sympathetic nervous system, consisting of — 

A. Ganglia. 

B. Sympathetic nerves. 

C. Flexures (about internal organs). 

4. Structure of the brain and spinal cord. 

5. Functions of the different parts. 

A. Cerebrum. 

B. Cerebellum. 

C. Medulla. 

D. Spinal cord. 

6. The cranial nerves : general location and function. 

7. The spinal nerves. 

A. Classes, roots. 

B. General function. 

8. Reflex action. 

A. Mechanism: reflex arc. 

B. Advantages of reflex action, quick, correct, relief to brain „ 

C. Reflex action and habit. 

9. Functions of the sympathetic system. 

A. Control circulation. 

B. Control secretion, excretion and digestion. 

C. Harmonize action of various organs. 

10. Care of the brain. 

A. Need of exercise; kind and amount. 

B. Rest and sleep necessary. 

11. Diseases of the nervous system. 

A. Idiocy: cause; training of feeble-minded. 

B. Insanity. 

1. Causes: heredity, ill health, alcoholism, trouble, over- 

work, injury. 

2. Prevention: avoid causes, if possible. 

C. Paralysis — cause: usually clot of blood. 

D. Nervous prostration. 

1. Causes: continued mental strain, lack of exercise, im- 

proper nutrition. 

2. Treatment: complete rest and change of scene and oc- 

cupation; proper exercise and diet. 



Physiology. 47 

XIII. Stimulants and Narcotics. 

(Conn and Budington, ch. XX; Hough and Sedgwick, ch. XX.) 

1. Stimulants defined. 

2. Tea, coffee, cocoa. 

A. Active principle of each. 

B. Best methods of preparing. 

C. Benefits of vise. 

D. Dangers to the nervous, the dyspeptic, the young. 

E. Dangers of the drug and patent-medicine habit. 

3. Strychnine — caution : use only when prescribed by physician. 

4. Narcotics defined. 

5. Opiates: laudanum, paregoric, morphine, etc.; effects; habit. 

6. Cocaine, choral: enslaving influence. 

7. Alcoholic drinks classified: examples and strength. 

8. Physiological action of alcohol. 

A. False stimulation or exhilaration. 

B. Inhibition of brain functions. 

C. Alcohol and muscular work: experiments. 

D. Alcohol and arteries : observations. 

E. Alcohol and exposure to cold: danger. 

9. Pathological conditions due to alcohol. 

A. Acute. 

1. Mental. 

2. Bodily. 

B. Chronic. 

1. Mental. 

2. Bodily: nervous system, heart, arteries, stomach, liver, 

kidneys. 

10. Relation of intemperance to poverty; to crime; to insanity; to disease 

in general (Davison). 

11. Tobacco. 

A. A variety of effects. 

B. Arguments against its use. 

C. Our young men are being injured more by tobacco than by 

alcoholic drinks. 

"Boys who use cigarettes seldom fail in later life; they 
have no later life." — David Starr Jordan. 

XIV. Organs of Special Sense. 

(Conn and Budington, ch. XXI, XXIL) 

1. The eye. . , 

A. Description, location and use of the pnncipal parts. 

B. Defects: their cause and remedy. 

1. Nearsightedness. 

2. Farsightedness. 

3. Astigmatism. 

4. Cataract. 

C. Care of the eyes in regard to — 

1. Eye rest. 

2. Illumination of object. 

3. Flickering light. 

4. Glossy paper. 

5. Cleanliness. 

6. Removing foreign substances. 

D. The expert oculist versus the "quack." 

2 The ear 

A. Description and use of the outer, middle and inner ear. 

B. Function of the semicircular canals. 

C. Perception of pitch. 

D. Deafness: causes and prevention. 



48 High School Course of Study. 

XV. Control of Public Health and Sanitation. 

(Conn and Budington, ch. XIII; Hough and Sedgwick, ch. XXVI to XXXV, inclusive.) 

1. Factors determining public health. 

A. Thickly settled communities. 

B. Personal habits, 

C. Climate. 

D. Cleanliness of surroundings. 

E. Mosquitoes, flies, fleas, rats. 

F. Pet animals: cats and dogs. 

2. Plan of campaign for public health. 

A. Prevent spread of disease germs. 

1. By disinfecting. 

2. By quarantining. 

3. By care on the part of those who are sick. 

B. Increasing individual resistance. 

1. By sanitary conditions of home and neighborhood. 

2. By instruction in hygienic living. 

3. Preventable diseases: how spread and how prevented. 

A. Tuberculosis. 

B. Typhoid fever. 

C. Diphtheria. 

D. Scarlet fever, measles and whooping cough. 

E. Smallpox. 

4. The home. 

A. Location: light and air. 

B. The house. 

1. Furnishing. 

2. Cleaning: sweeping, dusting, vacuum cleaners. 

3. Rugs versus carpets. 
-4. Sanitary cellar. 

5. Heating and ventilation. 

6. Lighting. 

C. Water supply. 

1. Necessity for pure water. 

2. Location and construction of well (see Bulletin Kansas 

State Board of Health, January, 1911). 

5. Sewage: systems of disposal. 

6. Health officials. • 

A. Duties and authority. 

B. Need of cooperation on part of public. 



PHYSICS. 

One unit. 



Physics as a subject for high-school instruction has a double advan- 
tage. It is not only so intimately related to the pupils' daily lives that 
they already possess a large range of concrete experience on which to 
base their work, but it also is essentially a science of measurement, ca- 
pable of training the pupils in quantitative thinking and in an apprecia- 
tion of the value of definite, quantitative knowledge. It is both concrete 
and abstract, practical and theoretical. It therefore offers unlimited op- 
portunities for training pupils in the methods of thinking by which all 
real knowledge is obtained; and, conversely, for giving them greater 
control of their physical environment by teaching them how to apply the 
knowledge thus acquired to the world of practical affairs in which they 
must live. 

In order that physics may realize the two distinctive ends just men- 
tioned, it is essential that the pupils gain clear ideas of the meanings of 



Physics. 49 

the terms used as well as of the laws and principles developed. But the 
clearness with which a given idea or principle is grasped is usually pro- 
portional to the number of familiar experiences which are associated with 
that idea or principle; and, conversely, the association of a large number 
of familiar experiences with an idea or a principle renders the application 
of that idea or principle to daily experiences much easier and more cer- 
tain. Therefore, in teaching a physical principle, it is not sufficient to in- 
troduce it and demonstrate it with a piece of unfamihar apparatus on 
the lecture table or in the laboratory. 

Successful teaching of physics requires both class work and laboratory 
work. These two kinds of work must supplement each other, and the 
topics treated should be as far as is possible the same in both. Without 
the actual performing of experiments in class and laboratory, the text- 
book is almost meaningless and is soon forgotten. It is generally better 
to introduce a topic by means of informal discussion with the class con- 
cerning familiar experiences. For example, if the topic is specific 
gravity, the knowledge already in the possession of the class should first 
be called forth by means of questions concerning their experiences with 
floating and sinking of such familiar things as their own bodies, chips, 
corks, logs, cream, ice, stones, nails, lead keels, fishing sinkers, etc. When 
the principle or idea under discussion has been brought out by such dis- 
cussion it should be defined or demonstrated by one or more experiments, 
and then fixed by requiring the solution of a number of simple, real con- 
crete problems. If the class work has been skillfully conducted a number 
of problems or disputes will have arisen of a sort that can be settled only 
by making experiments and measurements. 

The laboratory is the place in which to settle such problems and dis- 
putes. In the ideal case the results of each laboratory experiment will 
solve some problem or settle some dispute; and the more concrete and 
significant the problem or the dispute, the greater the value of the work. 
For example, the pupils will probably get much more valuable training 
from the laboratory work in specific gravity if they be shown first a rec- 
tangular block of oak and asked who can predict how high it will float out 
of water, than if the experiment is presented in the usual way, namely: 
"Find the specific gravity of a rectangular solid body lighter than water." 
In the first case a problem is presented, measurement is required for its 
solution, and the competitive sense is appealed to; in the second case there 
is no problem that has any significance to the pupils. 

When the laboratory is used as a court of appeal where disputed 
points can be settled, the work there helps to fix in mind and to clarify 
principles, besides giving discipline in scientific thinking; but when it is 
used merely to determine the specific gravity of a body heavier than 
water, or that of a body lighter than water with a sinker, or of a liquid 
with a pyknometer, or of a liquid by Hare's method, etc., the work tends 
to give training in little besides the technique of the physicist. The work 
of the high school is to educate boys and girls, not to train research 
physicists. 

Since the laboratory is the place to solve problems that can not be 
solved without experiment and measurement, the most fruitful type of 
experiment is the one whose result is not known in advance. The at- 
tempt to determine physical constants whose values are known with far 
greater accuracy than it is possible to hope for in an elementary labora- 
tory is, to say the least, discouraging. Thus, the theoretical mechanical 
advantage of an inchned plane or of a set of pulleys is known in advance; 
but the actual efficiency of a given plane or pulley is not known, but de- 
pends on how the machines are handled. If the student is asked: What 
is the greatest efficiency of this inclined plane? is it greater with large 
load or with small load? he will probably get far more real training from 
his work than he will if asked to "verify the law of the inchned plane. 
In the former case he has a problem to solve, and the solution depends on 
what he is able to make the plane do; in the latter case he has to make 
his results tally with the theory. 



50 High School Course of Study. 

other similar problems that lead to significant and valuable laboratory 
work are: What is the maximum efficiency of a small water motor? 
Which kind of gas burner is most efficient on cookstoves? Which boy's 
electric motor is most efficient? How much more efficient is a tungsten 
lamp than a carbon lamp? What kind of a lens shall I get for a camera 
for making pictures for lantern slides? 

Probably the most difficult task that confronts the physics teacher in 
the small high school is to start the equipment of a laboratory on small 
means. The first maxim is, buy for use and not for show. Buy the less 
expensive first. Get the necessities before the luxuries. Do not begin by 
the purchase of Geisler tubes and X-ray apparatus. Also, do not forget 
that the members of the class probably possess boats, motors, engines, 
telegraph outfits and many other similar things which they are not only 
willing but eager to bring to class and explain. The local industries, 
shops and factories also offer rich opportunity for making, the work vital 
and significant. 

In offering suggestions in regard to the equipment of a laboratory let 
us begin with the room itself. This should be dry, well lighted, and, if 
possible, with south exposure. The room should be provided with heavy, 
flat-topped tables, about thirty-two inches high. The length and breadth 
of these must often be adapted to the shape of the room; but, when 
possible, tables three feet wide and eight feet long will be found very 
convenient. These tables should have no iron in their construction, and 
the top should project at least three inches. Any good carpenter can 
make these tables. 

If there is a good water system in the building, the laboratory should 
be provided with a sink. If not, a wooden tank a foot deep, two feet wide 
and three feet long, fined with lead or galvanized iron, will be found con- 
venient. If the laboratory can be supplied with gas, the fixtures should 
hang from the ceiling directly over the tables and about four feet above 
them. Connections can then be made with Bunsen burners by the use of 
rubber tubing. If no gas can be provided, gasoline torches handled with 
care are the best substitute. 

Cases for storing apparatus should be about fourteen inches deep, with 
movable shelves and glass fronts. They should be self-locking and all 
open with the same key. It is to be noted that hard-rubber apparatus 
should be stored in a dark place. A class in physics consumes, at best, 
more of the teacher's time than one in most other branches. Everything 
about the laboratory should be arranged to facilitate the getting out and 
putting away of apparatus. Then the teacher should be expected and 
required to see that all tools and apparatus are locked up when not in 

use. . . ^ ■• 1 i. 

A few tools for making and repairing apparatus are an essential part 
of a laboratory equipment. There should be at least a small carpenter's 
workbench, and at least the following tools : Vise, fine-toothed saw, small 
plane, brace, drills, screw drivers, pHers, files, small claw hammer, tin- 
ner's snips, small soldering iron, hack saw. . ,. ,, 

Experience has taught us that the average teacher of physics is liable 
to err in requiring the class to study too many topics and do too many 
experiments. The result of such an error is that the pupil becomes con- 
fused and also acquires careless habits in the use of apparatus and the 
making of measurements. He is apt to get the habit of being satisfied 
with hurried and slovenly work. It would be far better for the teacher 
to select half the number of experiments, and to see to it that each mem- 
ber of the class performs each experiment individually, and preserves a 
description of his work and its results in neat, orderly, readable form. 

The following list of topics was prepared by a committee of physics 
teachers of the North Central Association of Colleges and Secondary 
Schools. It contains the topics which all teachers agree are desirable for 
a first course in physics. A pupil who has learned these topics well has 
done a good year's work in physics. It is, however, possible to increase 
the number of topics without leading to superficial work. The topics with 



-Physics. 5X 

stars opposite them are the ones best adapted to furnish laboratory 
problems. 

*1. Weight, center of gravity. 
*2. Density. 

*3. Parallelogram of forces. 
4. Atmospheric pressure; barometer. 
*5. Boyle's law. 
6. Pressure due to gravity in liquids with a free surface j varying 
depth, density, and shape of vessel. 
*7. Buoyancy; Archimedes' principle. 
*8. Pascal's law; hydraulic press. 
9. Work as force times distance, and its measurement in foo1?-pounds 
and gram-centimeters. 
10. Energy measured by work. 
*11. Law of machines; work obtained not greater than work put in; 

efficiency. 
*12. Inclined plane. 
*13. Pulleys, wheel and axle. 
*14. Measurement of moments by the product of force times arm; levers. 

15. Thermometers; Fahrenheit and Centigrade scales. 

16. Heat quantity and its measurement in gram calories. 
*17. Specific heat. 

*18. Evaporation; heat of vaporization of water. 

*19. Dew point; clouds and rain. 

*20. Fusion and solidification; heat of fusion. 

21. Heat transference by conduction and convection. 

22. Heat transference by radiation. 

23. Qualitative description of the transfer of energy by waves. 

24. Wave length and period of waves. 

25. Sound originates at a vibrating body and is transmitted by waves 

in air. 
*26. Pitch and period of sound. 
*27. Relation between the wave length of a tone and the length of a sti'ing 

or organ pipe. 
*28. Resonance. 

29. Beats. 

30. Rectilinear propagation of light; pin-hole camera. . 
*31. Reflection and its laws; image in a plane mirror. 

*32. Refraction, and its use in lenses; the eye, the camera. 

*33. Prisms and dispersion. 

34. Velocity of light. 

35. Magnetic attractions and repulsions. 
*36. Field of force about a magnet. 

37. The earth a magnet; compass. 

38. Electricity by friction. 

39. Conductors and insulators. 
*40. Simple galvanic cell. 

*41. Electrolysis; definition of the ampere. 

*42. Heating effects; resistance; definition of the ohm. 

*43. Ohm's law ; definition of the volt. 

*44. Magnetic field about a current; electromagnets. 

*45. Electromagnetic induction. 

*46, Simple alternating-current dynamo of one loop. 

*47. Electromagnetic induction by breaking a circuit; primary and sec- 
ondary. 

48. Conservation of energy. 

The following laboratory problems are suggested as suitable ones to 
accompany the topics in the syllabus. Each student should do at least 
thirty experiments of this type. 

1. How find the center of gravity of an irregularly shaped piece of 



52 High School Course of Study. 

■cardboard or sheet metal? How prove that the point found is the center 
of gravity? 

Irregularly shaped card or sheet metal; plumb line. 

2. Which requires the stronger foundation, a brick wall or a concrete 
wall of the same dimensions? 

Brick; block of concrete; spring balance; meter stick. 
Which weighs most, a wooden bridge containing 500 cubic feet of 
spruce, or an iron bridge containing 100 cubic feet of iron? 
Block of spruce; block of iron; spring balance, meter stick. 

3. What is the tension on a tie rod that supports an electric arc lamp 
that weighs 70 pounds? 

Spring balance; wooden stick; string; weights. 

4. A colt can pull half as hard as a horse. How arrange a whiffle- 
tree so that the two can be hitched to a wagon and each get his share of 
the load? 

Two spring balances; meter stick; string. 

5. Do gas meters measure gas at the pressure of the atmosphere, or 
at the pressure of the gas in the mains? Which method would give the 
consumer the most gas for his money? How much more? 

Water manometer to measure gas pressure. Boyle's-law tube to meas- 
xire change in volume with change in pressure. Two large iron pails to 
measure gas. School gas meter. 

6. Given the diameter of the gasometer of the local gas works, measure 
the gas pressure and compute the weight of the iron top of the gasometer. 
What difference in level in the water level inside and out of the gasometer? 

Construct model and verify conclusions. Compute volume of water 
displaced and get weight of gasometer top and confined gas. 

7. How many cubic feet of pine are required to float a 100-pound boy 
■entirely out of water? 

Block of pine; meter stick; spring balance. 

8. Five cubic feet of lead are used in the keel of a boat. How much 
■does the lead weigh out of water? How much does it weigh under water? 
Would it sink the boat as far when it is fastened to the keel under water 
as it would when placed in the boat? 

Chunk of lead; spring balance; jar of water. 

9. Does it take more work to slide a cake of ice up an inclined plane 
than to lift it vertically to the top of the plane? If so, how much more? 
What is the maximum efficiency of the inclined plane in the laboratory? 

Inclined plane; glass plate to cover its top; car; spring balance or set 
of weights. 

10. Is more work required to pull a safe up to the third floor with a 
set of pulleys than to carry it up by hand? What is the maximum effi- 
ciency of the pulleys in the laboratory? 

Pulleys; load to represent the safe; spring balance or set of weights. 

11. Repeat 10, using the wheel and axle. 

12. Does it require more work to lift a stone with a crowbar or to 
raise it directly by hand through the same height? 

Lever; spring balances or set of weights. 

Is the efficiency of the lever ever greater than 1? If so, why? 

13. How much ice is needed to cool a gallon of water at 30 degrees C. 
to 2 degrees C? 

Calorimeter; ice; thermometer. 

14. How much ice is melted in a refrigerator when an aluminum 
kettle at a temperature of 30 degrees C. and which weighs 1 pound is 
placed in the refrigerator and cooled to 2 degrees C? 

Aluminum chips; calorimeter; thermometer. 
15. Which gas burner is most efficient? 
Bunsen burner; gas-stove burner; kettle of water; thermometer. 



Physics. 53. 

Time rise in temperature of given amount of water. Note gas con- 
sumption on meter, or use Thorpe gauge. 

16. On a given burner, which kettle is most efficient? 
Several kettles; thermometer. 

Note time required to heat given amount of water a given number of 
degrees. 

17. In an open kettle of water that takes 15 minutes to come to a 
boil, how much water will boil away if the kettle boils for five minutes? 

Try it and compute the heat of vaporization, or measure the latter and 
compute it, testing the conclusion. 

18. What is the temperature at which dew forms to-day? 
Dew-point hygrometer. 

19. Which makes the best lining for a fireless cooker, an air space^ 
felt, excelsior, mineral wool, etc.? Are any of them as good as a thermos- 
bottle? 

Thermometer and materials to make different cookers. 

20. How is the siren whistle constructed, and why does it produce the 
peculiar effect? 

21. How long are the waves of sound from your own voice? 
Tune voice to organ pipe or other air column. 

22. Can you make a photograph without a lens? 
Pin-hole camera. 

23. Why is the image in a plane mirror reversed? 
Make a diagram by sighting images of pins. 

24. What makes the "cow's hoof" in the bottom of a glass of water 
when it is placed below and to one side of a candle? 

25. How do luxifer prisms or holophane shades send light into dark 
corners and help light up dark rooms? Why is there no color in the 
light transmitted by them? 

Trace light through a prism. 

26. Do different sized cameras when pointed from a given place at 
the same object all give images of the same size? Is there any relation 
between the size of the image and the distance from the center of the 
lens to the ground glass? 

Several lenses of different focal lengths; meter stick. 

27. At a given distance from a compass needle, in what position does 
a magnet produce the greatest deflection? 

Trace lines of force about the magnet with the compass needle. 

28. Which form of voltaic cell is best for door-bells? Which for tele- 
graph lines? Which for toy motors? 

Test them and find out why. 

29. Why is it better to connect house electric lamps in parallel? 

Try them both in series and parallel. Measure with voltmeter and 
ammeter. 

30. Which radiates more heat per watt-hour, a carbon lamp or a 
tungsten lamp? 

Voltmeter; ammeter; photometer. 

31. Which furnishes the most light per watt-hour, a carbon lamp or a 
tungsten lamp? 

Voltmeter; ammeter; photometer. 

32. What makes the motor move? 
St. Louis motor. 

33. What is the efficiency of a small motor? 
Voltmeter; ammeter; motor; brake. 

34. What is the efficiency of the dynamo in the school or town? 

35. What is the efficiency of a small water motor? 

36. Which kind of coal for sale in your town gives the greatest number 



54 High School Course of Study. 

of heat units per pound? Which gives the greatest number of heat units 
per dollar? 

37. Is the heat equivalent of the city gas up to standard? 

38. What is the most efficient steam engine in town? (Express re- 
sult in pounds coal per h. p. h.) 

39. Does the ventilating plant in your school supply the requisite 
amount of fresh air (3000 cubic feet per person per hour) ? 

40. How much coal is burned per day at your school? How much of 
the heat gets used up in heating the air? How much of it is lost up the 
chimney? Could the heating plant be improved? How? 

APPARATUS. 

The apparatus necessary for these problems is specified in the follow- 
ing list. Whether more than one set of apparatus should be provided 
depends on the size of the class and the resources of the school. By 
working in rotation in groups of two, all the members of the class, if it 
is not too large, may use one set of apparatus. This is especially true 
of the more expensive pieces. 

For convenience in ordering, the numbers are given as found in the 
descriptive catalogue of C. H. Stoelting & Co., of Chicago. If these num- 
bers are used for identification, orders can be filled by the following or 
by any other dealer: C. H. Stoelting, Chicago; Central Scientific Co., 
Chicago; Chicago Apparatus Co., Chicago; Bausch & Lomb, Rochester, 
N. Y.; William Gaertner & Co., Chicago; L. E. Knott Apparatus Co., 
Boston; W. M. Welch Manufacturing Co., Chicago. 

The figures at the beginning of each paragraph refer to the experiment 
number; the figures in parenthesis indicate the catalogue number. 

1 and 2. — (249) Harvard trip balance. (420) Brass weights in a 
block, 500 grams to 1 gram. (964) Aluminum cylinder, 40 mm. by 
181/^ mm. 

3. — (309) Three spring balances, 250 grams and 8 oz. 

5. — (1161) Boyle's-law glass tube, short end sealed. 

8. — (946) Hydraulic press, glass model. 

11. — Pine board 4 feet long. 

12. — (685) Hall's carriage, metal, cone bearings. (713) Brass pulley 
with metal stem. 

13. — (697) Wheel and axle, mounted on frame, iron. 

14. — (74) Meter and yard stick combined, brass tipped. 

17. — (1329) Copper boiler, detached tripod. Boiler has water gauge, 
copper dipper, screw cover and thermometer tube. 

18. — (1335) Chemical thermometer, 12 in., 10° to 110° C. Colori- 
meter, thick brass, nickel plated, polished, 3x5%, inches, 600 cs. capacity. 

28. — (1703) Tuning fork, steel, C\ 256 vibrations, 7^/4 inches. Tun- 
ing fork, steel, C", 512 vibrations, 5% inches. Glass tube, 110 cm. by 
4 cm., ends annealed, stopper. 

31. — Piece thin glass, one side painted black. 

32. — Lens mounted, metal frame, wooden handle, double convex, 12 
cm. focus. 

33. — Equilateral prism. 

36. — (1806) Bar magnets, pair, 6-inch box, with keepers. Two horse- 
shoe magnets, U shape, 5% inches long, 2 inches between poles. 

40. — Students' demonstration battery, including glass tumbler, copper 
and zinc elements. 

41. — Use above with two Columbia dry cells. 

43. — Two galvanometers, frame, wood, 3 windings. Two compasses for 
above, 2-inch brass case, agate cap needle, aluminum pointer. Wheatstone 
bridge, brass strip meter stick on wood base. 

44. — Wrought-iron nails and two Columbia dry cells. 

45. — Same as 47. 

46. — Two horseshoe magnets, copper wire. 

47. — Two coils insulated copper wire, 500 turns, and a dry cell. 



High School Course of Study. 55 

CHEMISTRY. 

One unit. 

Chemistry as an educational subject is equal to any other taught in the 
high school, if properly taught. It is not a lot of foiinulas and facts 
arranged to be committed to memory, but it is a long list of truths which 
can be discovered by the pupil by experiment and observation, and then 
these isolated truths can be generalized and the general knowledge ap- 
plied to the world beyond the schoolroom. 

The laboratory work and the study of the textbook are not independent 
subjects. They should be so correlated that each will help the other. 

The work outlined requires a little more than two double laboratory 
periods per week and three recitations. 

RECITATION WORK. 

The application of an outline like the following to the common ele- 
ments and some of their compounds makes a course which can be ap- 
plied in the classroom. Apply the outline to all the topics in Roman 
numerals where it is applicable, emphasizing general principles and their 
application. 

OUTLINE. 

I. Meaning of the name. 
II. History of its discovery. 

III. Occurrence. 

1. Free in nature. 

2. Compounds found in nature. 

IV. Methods of making in the laboratory. 

1. How made. 

2. How collected. 

3. How purified. 

4. The reactions. 
V. Physical properties. 





1. Form. 




2. Allotropic forms. 




3. Color. 




4. Diffusibility. 




5. Odor. 




6. Density. 




7. Solubility in water. 




8. Weight of one liter. 




9. Melting point. 




10. Boiling point. 




11. Conditions under which it may be changed to other forms, 


VI. 


Chemical Properties. 




1. Active or inactive. 




■ 2. Compounds formed in the laboratory. 




3. Combustibility. 




4. Ability to support combustion. 




5. Action on water. 


VIL 


Test by which it is recognized. 


viir. 


Commercial uses. 


IX. 


Problems. 



It is best to follow the text in teaching, but in each chapter some new 
law or general principle should be developed and applied to the subse- 
quent work. The subtopics suggest something of this kind for each sub- 
ject discussed. 



56 High School Course of Study. 

I. Introduction. 

1. The metric system. 

a. The unit of length, of capacity, of weight; their 
relations, and the standards of each. 

2. Thermometers." 

a. Fahrenheit and Centigrade, relation. 

3. Relation of chemistry and physics. 

a. Physical change. 

b. Chemical change. 

c. Mechanical mixture. 

d. Chemical compound. 

e. Things that cause chemical action. 

4. The elements. 

a. Distinguish from compovmds. 

b. Relative importance of twenty. 

c. Symbols. 

d. Reagents and reactions. 

5. Importance of the study of chemistry. 

a. To make exact thinkers. 

b. To assist in the study of other subjects. 

c. To develop the power to do things. 

d. The commercial side. 

6. The laboratory apparatus for the individual pupil. 

a. Names of articles. 

b. Uses. 

c. Care. 

7. The laboratory in general. 

a. Care of apparatus for class use. 

b. Cleanliness of tables, floor, sinks, hoods, etc. 

c. Methods of distributing chemicals. 

d. How to handle chemicals. 
II. Hydrogen. 

1. Forms of matter. 

2. Physical properties of gasses. 

3. Density and specific gravity of solids, liquids and gases. 

III. Oxygen. 

1. Oxides and oxidation. 

2. Respiration. 

IV. Water. 

1. Physical properties of liquids. 

2. Analysis and synthesis illustrated. 

3. Solubility of salts. 

4. Other solvents and the common use of each. 

a. Ethyl alcohol. 

b. Methyl alcohol. 

c. Glycerine. 

d. Chloroform. 

e. Ether. 

f. Carbon tetrachloride. 

g. Benzene. 

h. Carbon disulphide. 
i. Turpentine, 
j. Soap. 

5. To be understood. 

a. Distillation. 

b. Filtration. 

c. Deliquescence. 

d. EflEiorescence. 

e. Hygroscopic. 

f. Dehydrating. 



Chemistry. 57 

IV. Water — continued. 

5. To be understood. 

g. Crystallization, 
h. Saturation, 
i. Precipitation, 
j. Effervescence. 
V. Chlorine. 

1. The chlorides in nature. 

2. Commercial uses. 
VI. Hydrochloric acid. 

1. General method of making an acid. 
VII. Acids, bases, and salts. 

1. Name twenty inorganic acids by applying the following 
principles : 

a. Acids are named from the second element, the first 

always being hydrogen. 

b. If an acid contains no oxygen, the name begins 

with "hydro" and ends in "ic." 

c. The names of common acids that contain oxygen 

also end in "ic." 

d. If an acid contains the same other elements in the 

same proportions and one less oxygen than the 
common acid, the name ends in "ous." 

e. If an acid contains the same other elements in the 

same proportions and one less oxygen then the 
"ous" acid, the prefix "hypo" is added, and the 
name also ends in "ous." 

2. Name twenty hydroxides by learning the number of 

hydrogens each metal replaces. 
a. A hydroxide may be considered as water, HOH, 
with one hydrogen replaced by a metal; then 
the number of OH groups in a hydroxide is 
equal to the number of hydrogens replaced 
by the metal. Thus: HOH, KOH; 2H0H, 
Ca(0H)2, 3H0H, A1(0H)3; K replacing one 
H, Ca two, and Al three. 

3. After studying the above and the following principles, 

the pupil should be able to give the composi- 
tion and names of more than five hundi'ed 
salts. 

a. The names of salts end in "ide," "ite" or "ate," as 

sodium chloride, sodium chlorite, and sodium 
chlorate. 

b. Salts derived from acids whose names begin with 

the prefix "hydro" have their names ending in 
"ide," as NaCl, sodium chloride. 

c. Acids whose names end in "ous" form salts with 

names ending in "ite," as NaClO-, sodium 
chlorite. 

d. Acids that contain oxygen and have names end- 

ing in "ic" form salts whose names end in 
"ate," as NaClOi, sodium chlorate. 

If the name of an acid has a prefix, except 
"hydro," this prefix is part of the name of the salt 
also. 

If the same elements unite in different propor- 
tions to form two salts or two hydroxides, to the 
metal of the one which unites with the most acid 
radical or the most hydroxyl "ic" is added when 
naming it, and to the other having the least acid 



58 



High School Course of Study. 



VII. Acids, bases, and salts — continued. 

radical or hydroxyl "ous" is added: FeCL, ferric 
chloride, and Fe(0H)3, ferric hydroxide; FeCl2, fer- 
rous chloride, and Fe(0H)2, ferrous hydroxide. 

4. Neutralization. 

5. Indicators. 

VIII. Nitrogen and the atmosphere. 

1. The gas laws and their application. 

2. Ventilation of buildings. 

IX. Ammonia. 

1. Liquefaction of gases. 

2. Heat of vaporization. 

3. Manufacture of artificial ice. 

X. Nitric acid. 

1. Its action on metals. 
XL Nitrogen oxides. 
1. Anhydrides. 

XII. Nitrates. 

1. Fertilizers. 

2. Leguminous plants. 

3. Root tubercles. 

4. Explosives. 

XIII. Sulphur. 

1. Allotropisms. 

2. Uses. 

XIV. Hydrogen sulphide. 

1. Uses as a laboratoiy reagent. 

XV. Sulphuric acid. 

1. Methods of making. 

2. Uses. 
XVI. Sulphur dioxide. 

1. Disinfectants. 

2. Aseptic, antiseptic. 

3. Sterilize. 

4. Drinking cups, etc. 
XVII. Carbon. 

1. Many forms and uses. 
XVIII. Carbon dioxide. 

1. Alcoholic fermentation. 

a. Bread making. 

2. Baking powders. 

a. Kinds and methods of making. 

XIX. Carbonates. 

1. Soluble and insoluble carbonates. 

XX. Carbon monoxide. 

1. Danger when breathed. 
XXI. Methane, acetylene. 

1. Under what condition are they explosive? 

XXII. Illuminating gases. 

1. Methods of making. 

XXIII. Bromine. 

1. A liquid element. 

XXIV. Iodine. 

1. Solubility in alcohol and uses of the solution. 

2. Sublimation. 

XXV. Fluorine. 

1. Uses of hydrofluoric acid. 



Chemistry. 



59 



XXVI. Phosphorus. 

1. Matches, how made? 

2. Danger from poison. 

3. Uses of phosphates. 
XXVII. Arsenic. 

1. Marsh's test. 
XXVIII. Antimony. 

1. Peculiar physical property. 
XXIX. Bismuth. 

1. Hydrolysis. 
XXX. Silicon and boron. 

1. Sand. 

2. Kaolin. 

3. Glass. 

4. Borax. 
XXXI. Sodium. 

1. Dissociation (ionization). 

2. Ions. 

3. Sodium hydroxide. 

4. Soap. 

5. Soda. 
XXXII. Potassium. 

1. Potassium chlorate. 

2. Saltpeter. 

XXXIII. Ammonium. 

1. Salts formed by ammonium. 

XXXIV. Calcium. 

1. Lime, plaster, cement, gypsum, phosphorite and apatite. 

2. Bleaching powder. 
XXXV. Barium and strontium. 

1. Manufacture and uses of hydrogen peroxide. 

XXXVI. Magnesium. 

1. The flashlight. 

The remainder of the time should be devoted to applying the knowledge 
of chemistry already gained to such topics as the following: 

XXXVII. Foods 
1. 

2. 
3. 
4. 
5. 
6. 
7. 



XXXVIII. 



Outlined according to their chemical composition. 

The source of each class. 

Food values and how determined. 

Bread, chemistry of making. 

Milk, composition, etc. 

Amount of water contained in different kinds. 

Chemical changes in cooking. 



Beverages. 

1. Nonalcoholic. 

a. Names. 

b. Constituents. 

c. Food values. 

d. Methods of preparation. 

2. AlcohoHc. 

a. Names. 

b. How made. 

c. Per cent of alcohol. 

XXXIX. Food accessories. . 

1. Vinegar, chemical process of making. 

2. Spices and flavors. 
XL. Methods of preserving foods. 



60 High School Course of Study. 

XLI. Food adulterations. 
XLII. Drinking water. 

1. Purification. 

2. Source. 

3. Dangers. 
XLIII. Sanitation of homes. 

1. Flies. 

2. Mosquitoes. 

3. Source of diseases. 
XLIV. Soils. 

1. Elements necessary for plant growth. 

2. In what salts. 

3. Source. 

XLV. Paints and paint pigments. 

1. Source of oil. 

2. Composition of colors. 
XLVI. Coloring and colors. 

1. Source and composition. 

2. Mordants. 

XLVII. Cleaning agents and washing powders. 
1. Composition. 
XLVIII. Give composition and names of fifty common substances. 

BOOKS FOR REFERENCE. 

Outlines of Industrial Chemistry.- — Thorp. 
Sanitary and Applied Chemistry. — Bailey. 
First Principles of Chemistry. — Brownlee, Fuller, Hancock, Sohon and 

Whitsit. 
Essentials of Chemistry. — Hessler-Smith. 
Household Chemistry. — Vulte and Goodell. 
Chemistry in Daily Life. — Lassar-Cohn. 

LABORATORY WORK. 

Note. — Figures at beginning of each paragraph refer to experiment 
numbers. 

1. Preliminary tests. 

2. To show the forms of matter, solid, liquid, gas. 

3. Causes of chemical change. 

4. Difference between mechanical mixtures and chemical compounds. 

5. General methods of making hydrogen, illustrated. 

6. To prepare hydrogen and study its properties. 

7. To demonstrate the law of constant proportions. 

8. Methods of obtaining oxygen. 

9. To prepare oxygen and study its properties. 

10. To show that the oxygen of the air unites with some metals. 

11. To make a synthesis of water. 

12. Water of crystallization. 

13. To soften water. 

14. To purify water. 

15. Efflorescence. 

16. Deliquescence. 

17. Distilled water as a solvent. 

18. To prepare chlorine and study its properties. 

19. Chlorine made from bleaching powder. 

20. To make and separate potassium chlorate and potassium chloride. 

21. To make hydrochloric acid and study its properties. 

22. To make salts by neutralizing bases with acids. 

23. To make pure nitrogen and study its properties. 

24. The gas laws. 



Chemistry. 61 

25. To prepare impure nitrogen from the air. 

26. To make limewater and test for carbon dioxide. 

27. To make ammonia and study its properties. 

28. To make nitric acid and study its properties. 

29. To make a nitrite from a nitrate and to distinguish them. 

30. The nitrogen oxygen compounds. 

31. To show allotropic forms of sulphur. 

32. The preparation, properties and uses of hydrogen sulphide. 

33. To make sulphur dioxide and study its properties. 

34. Allotropic forms of carbon. 

35. Carbon as a reducing agent. 

36. Preparation and properties of carbon dioxide. 

37. To make carbon monoxide and test its properties. 

38. Properties of methane, natural gas. 

39. To show that a gas has a kindling temperature. 

40. The structure of a flame. 

41. To prepare bromine and study its properties. 

42. To prepare iodine and study its properties. 

43. To make hydrofluoric acid and etch glass. 

44. To make and test hydrogen peroxide. 

45. Phosphorus and phosphoric acid. 

46. Arsenic and some of its compounds. 

47. Antimony and some of its compounds. 

48. The properties of bismuth, hydrolysis. 

49. Borax, the borax bead, boric acid. 

50. To show that some salts break up into ions when in solution. 

51. Sodium and some of its salts. 

52. To make soap. 

53. Potassium and its salts. 

54. The alkaline earth metals, calcium, strontium. Barium and 

magnesium. 

55. Tests for albumin. 

56. Determination of per cent of water in a piece of bread. 

57. Determine per cent of butter fat and other total solids in several 

samples of milk. 

58. Test tea for tannin. 

59. Make alcohol by fermentation. 

60. Test samples of vinegar for per cent of acetic acid. 

61. Preserve milk with formaldehyde and test for it. 

62. Test weight and measure of some products bought at the grocery 

stores. 

63. Count the number of bacteria in the drinking water used. 

64. Show the presence of calcium, iron, sodium, carbon, silica, water, 

etc., in soils. 

65. Test a paint for barium sulphate. 

66. Make aniline black. 

67. Test some salts for their cleaning power. 

PROBLEMS. 

Make the proljlems a part of the laboratory work. 

Note. — The first numbers refer to the number of the experiment in the 
Laboratory Manual as well as to the number of the problem; the second 
numbers refer to the subdivisions of the experiment. 

1, 8. The temperature of the room is 20 degrees C; what is it F.? 
Seventy degrees F. will make how many C? 

2, 2. If a piece of magnesium wire weighs 6 grams, how much ash 
will it make when burned? 

3, 4. In making baking powder, if 21 grams of soda are used, how 
much cream of tartar should be mixed with it? 

4, 1. If 4 grams of sulphur are ground with iron filings and then 



62 High School Course of Study. 

heated to make ferrous sulphide, how much iron filings must be used to 
completely react with the sulphur? 

5, 1. Thirteen grams of zinc will give off how many grams of hy- 
drogen when treated with an excess of hydrochloric acid? 

5, 2. Eleven and one-half grams of sodium will set free how many 
grams of hydrogen when reacting on an excess of water? 

5, 3. Find how many grams of aluminum it will take to set free .027 
grams of hydrogen when acting on an excess of sodium hydroxide. 

5, 4. Find the relation between the volume of water and the volume 
of hydrogen and oxygen that can be obtained from it by complete 
electrolysis. 

6, 1. Find the number of grams of sulphuric acid necessary to react 
with 16.25 grams of zinc. How much hydrogen will it set free? 

7, 1. Find the number of grams of magnesium necessary to react 
with 24.5 grams of sulphuric acid. 

8, 2. Find the number of grams of oxygen given off when 7 grams of 
mercuric oxide are completely decomposed by heat. 

8, 3. Find how much oxygen is set free when 261 grams of manganese 
dioxide are decomposed by heat. 

8, 4. What per cent of potassium chlorate is oxygen? 

8, 5. How much oxygen will be set free when 338 grams of barium 
dioxide are heated? 

8, 6. A gram of sodium peroxide will set free how much oxygen when 
added to 20 c. c. of hot water? 

9, 1. Find weight and the volume, at normal conditions, of oxygen 
obtainable from 61 grams of potassium chlorate. 

9, 4. How much phosphoric acid can be made by burning 15.5 grams 
of phosphorus and allowing the pentoxide to unite with an excess of 
water? 

10, 1. A piece of pure iron weighs 16 grams; if completely rusted, 
what would the ferric oxide weigh? 

11, 1. If hydrogen is passed over 5 grams of hot copper oxide until 
all the oxygen is removed, how much water will be formed? 

12, 1. What per cent of zinc sulphate, ZnSo4.7H20, will be driven off 
as water when heated to its anhydrous form? 

12, 2. How much water can be obtained from 10 grams of pure gyp- 
sum, CaS04.2H20, until it becomes CaSOi? What per cent of the 10 
grams is this weight? 

12, 3. If blue vitriol is CUSO4.5H2O, what per cent of it is anhydrous 
copper sulphate? 

13, 1. If 10 grams of sugar is dissolved in 25 c.c. of water, what per 
cent of the whole solution is sugar? 

14, 2. In what proportions should lime and alum be added to water 
to purify it? 

15, 1. If sodium sulphate, Na2SO4.10H2O, is left to effervesce until 
all the hydrogen and oxygen in the water of crystallization have formed 
water and evaporated, what per cent of its original weight has it lost? 

16, 1. What per cent of calcium chloride is chlorine? 

17, 1. If 5 grams of salt are dissolved in 15 grams of water, what per 
cent of the whole solution is salt? 

18, 1. Twenty-five grams of pure manganese dioxide with an excess of 
hydrochloric acid will set free how much chlorine? 

19, 1. What per cent of bleaching powder is chlorine? 

20, 1. How much potassium chlorate and how much potassium chloride 
can be made from 20 grams of potassium hydroxide by saturating it with 
chlorine? 

21, 1. How much hydrochloric acid can be made from 50 grams of 
sodium chloride and an excess of sulphuric acid? 

22, 1. If hydrochloric acid is 40 per cent pure, density 1.2, how much 
sodium hydroxide will 20 c.c. of it neutralize? 

23, 1. What per cent of ammonium nitrite is nitrogen? 

24, 5. What is meant by normal conditions of a gas? 



Chemistry. 63 

24, 6. What would be the volume, at normal conditions, of 98 c.c. of 
air, over water, temperature 20, barometer 73.7? 

24, 7. What will a liter of oxygen weigh in this room? 

25, 1. If a cylinder contains a liter of air, at normal conditions, how 
much phosphorus will it take to burn the oxygen out of it, making phos- 
phorus pentoxide? 

26, 1. How much lime will it take to react with 20 c.c. of water to 
make calcium hydroxide? 

27, 5. How much ammonia can be made from 30 grams of ammonium 
chloride with an excess of slaked lime? 

28, 1. Forty grams of sodium nitrate with an excess of sulphuric acid 
will make how much nitric acid? 

29, 1. How much lead will it take to reduce 8 grams of sodium nitrate 
to sodium nitrite? 

30, 1. Find the percentage composition of all the nitrogen oxygen 
compounds. 

31, 1. How many grams will 45 c.c. of sulphur weigh? 

32, 1. Fifteen grams of ferrous sulphide with an excess of sulphuric 
acid will give how much hydrogen sulphide? 

33, 1. A gram of sulphur burned and united with an excess of water 
will form how much sulphurous acid? 

34, 3. If natural gas were pure methane, what per cent of it would 
be carbon? 

35, 1. How much copper can be obtained by heating 100 grams of pure 
copper oxide with an excess of charcoal? 

35, 2. How much free arsenic can be made by heating an excess of 
arsenic trioxide with 100 grams of pure carbon? 

36, One hundred grams of marble will make how many grams of 
carbon dioxide? How many c.c. will it make? 

37, 1. Ten grams of oxalic acid with sulphuric acid will give off how 
much carbon monoxide and how much carbon dioxide? 

38, 2. What proportions by weight and by volume should natural gas 
and air be mixed to get complete combustion, if the gas is pure methane 
and 20 per cent of the volume of air is oxygen? 

APPARATUS. 
FOR EACH PUPIL. 

1 sand bath, 10 cm. 1 box of safety matches. 

4 plain beakers, assorted. 1 porcelain mortar and pestle. 
1 brass blowpipe, 20 cm. long. 1 sheet of drying paper. 

5 reagent bottles, 120 c.c. with g. s. 25 cut filter papers. 

1 Bunsen burner with rubber hose. 1 piece of litmus paper. 

1 wire candle holder. 1 pneumatic trough. 

1 small collar and clamp. 1 ring stand and 2 rings. 

25 corks, assorted. 1 deflagrating spoon. 

1 ground glass cover, 10 x 10 cm. 2 rubber stoppers. 

1 gas cylinder. 1 wire test tube holder. 

1 graduated cylinder, 50 c.c. 1 iron tripod. 

1 evaporating dish. No. 4. 1 calcium chloride tube. 

3 German flasks, 500, 250 and 12 specimen tubes. 

100 c.c. 12 test tubes. 

1 oxygen flask, 150 c.c. 1 eight-inch test tube. 

1 two-necked Woulff' s flask, 1 thistle tube. 

1 pair of steel forceps. 1 meter of glass tubing (39.37 ms.). 

2 glass funnels, 8 cm. and 4 cm. 30 centimeters of small rubber tubmg 
1 piece of asbestos gauze. 1 watch glass. 

TO BE CHECKED OUT TO THE PUPILS. 

A stock of the above. Platinum wire. 

Burettes. Retorts, 250 c.c. 

Eudiometers, 100 c.c. Lead dishes. 

Copper wire gauze. Magnifying glasses. 
Weights. 



64 



High School Course of Study. 



FOE THE USE OF THE CLASS. 



Horn pan balances. 
Barometer. 
Thermometers. 
Cork borers. 



A Babcock milk tester, 

A good, light room in which to work. 

Good tables of proper height. 



CHEMICALS. 



Acetic acid, HC2H3O2. 
Alcohol, ethyl, C2H5OH. 
Aluminum, wire and powder, Al. 
Arsenic, As. 
Arsenic trioxide, AS2O3. 
Alum, KA1( 304)2. 
Ammonium carbonate, 

(NH4)2C03. 

Ammonium chloride, NH4CI. 
Ammonium hydroxide, NH4OH. 
Ammonium molybdate, 

(NH4)2Mo04. 

Ammonium nitrate, NH4NO3. 
Ammonium sulphate, (NH4)2S04. 
Ammonium sulphide, (NH4)2S. 
Antimony, Sb. 
Antimony choride, SbCls. 
Barium chloride, BaCl2. 
Barium nitrate, Ba(N03)2- 
Barium sulphate, BaS04. 
Bismuth, Bi. 
Bismuth chloride, BiCls. 
Bismuth nitrate, Bi(N03)3- 
Borax, Na2B407. 
Bleaching powder, CaCl20. 
Cadmium sulphate, CdS04. 
Carbon disulphide, CS2. 
Calcium chloride, fused, CaCl2. 
Calcium fluoride, CaF2. 
Carbon, charcoal and animal char- 
coal, C. 
Chloroform, CHCI3. 

Cobaltous chloride, C0CI2. 

Cobaltous nitrate, Co(N03)2- 

Copper, foil and turnings, Cu. 

Copper sulphate, CuS04. 

Copper oxide, powdered and wire 
form, CuO. 

Chromic chloride, CrCls. 

Cupric chloride, CuCb. 

Ether, (C2H5)20. 

Ferric chloride, FeCl3. 

Ferrous sulphate, FeS04. 

Ferrous sulphide, FeS. 

Glycerine, C3H5(OH)3. 

Gypsum, CaS04.2H29. 

Hydrochloric acid, HCl. 

Hydrogen peroxide, H0O2. 

Hodrogen sulphide, H2S. 

Iodine, I. 

Iron filings, Fe. 

Lead, Pb. 

Lead acetate, Pb(C2H.i02)2. 

Lead nitrate, Pb(NO:;)i;- 



Lime, CaO. 
Litharge, PbO. 
Magnesium wire, Mg. 
Magnesium sulphate, MgS04. 
Manganese dioxide, Mn02. 
Marble chips, CaCOs. 
Mercury, Hg. 
Mercuric chloride, HgCli>. 
Mercurous nitrate, HgNOs. 
Mercuric nitrate, Hg(N03)2. 
Mercuric oxide, red, HgO. 
Nickelous nitrate, Ni(N03)-j. 
Nitric acid, HNO3. 
Oxalic acid, H2C2O4. 
Phosphorus, red and yellow, P. 
Phosphoric acid, H3PO4. 
Plaster of Paris, (CaS04)2.H20. - 
Potassium bitartrate, KHC4H40r,. 
Potassium bromide, KBr. 
Potassium chlorate, KCIO3. 
Potassium chromate, K2Cr04. 
Potassium chloride, KCl. 
Potassium cyanide, KCN. 
Potassium dichromate, K2Cr2CT. 
Potassium ferricyanide, K3Fe(CN)6. 
Potassium ferrocyanide, K4Fe(CN) g- 
Potassium Hydroxide, KOH. 
Potassium iodide, KI. 
Potassium nitrate, KNO3. 
Potassium perchlorate, KCIO4. 
Potassium permanganate, KMn04. 
Potassium sulphate, K2SO4. 
Potassium sulphocyanate, KSCN. 
Salt, common, NaCl. 
Silver foil, Ag, 
Silver nitrate, AgNOs. 
Soda, baking, NaHC03. 
Sodium, Na. 

Sodium carbonate, Na2C03. 
Sodium hydroxide, NaOH. 
Sodium nitrate, NaNOs- 
Sodium nitrite, NaN02. 
Sodium peroxide, Na202. 
Sodium sulphate, Na2S04. 
Stannic chloride, SnCU. 
Stannous chloride, SnCl2. 
Strontium nitrate, Sr(N03)2. 
Sugar, cane, C12H22O11. 
Sugar, glucose, C6H12O6. 
Sulphur, S. 
Sulphuric acid, H2SO4. 
Tartaric acid, H2C4H40e. 
Tartar emetic, KSbOC4H40o. 
Tin, Sn. 



Botany. 55 



CHEMICALS — concluded. 

Zinc, granulated, Zn. Oil. 

Zinc sulphate, ZnS04. Glass. 

Water, distilled, H2O. Starch. 

Litmus, better, azolitmin. Foods. 

Colored goods. Aniline. 

Baking powder. Formaldehyde. 
Milk. 



BOTANY. 

One Unit. 



The recommendations of the College Entrance Examination Board 
on botany in secondary schools, which are in practical agreement with 
the report of the North Central Association of Colleges and Second- 
ary Schools, are discussed in Ganong's Teaching Botanist with a fullness 
of detail impossible in an article of this scope. A careful study of that 
masterly analysis of the problems of secondary botanical instruction is 
advised to fill in the outlines of this account. 

THE FUNCTION OF BOTANICAL INSTRUCTION 

In common with related sciences, botany affords training in exact ob- 
servation and in reasoning from the data so obtained, and this cultivation 
of "organized common sense" is the first consideration in determining the 
method and content of the course. The information gained by the student 
should be that which will be of most worth to him. What knowledge 
about plants will be of most value to the high-school student? He should 
know those things which will enable him to interpret the plant life which 
he sees about him, the fundamental processes carried on by plants, their 
relation to their environment, and their influence on human welfare. In- 
terest in plant life should be broadened and deepened. As the student 
learns the similarity of the fundamental processes in all living things, he 
may come to see that all life is one, that likeness is greater and more full 
of meaning than difference, and that he is not an alien in a hostile world, 
but that his welfare is interwoven with that of the plant life about him. 
Not only the crops of direct economic value need his intelligent control; 
just as vital to him is an appreciation of the inconspicuous services of 
the soil bacteria, in association with the pea family, in enriching the soil 
by a chemistry still beyond our skill; of the forests at the sources of 
rivers, whose roots make of the soil about them a great sponge, to hold 
the rains and feed them steadily into the streams, so that they may 
neither flood nor run dry ; of the scarcely noticed lichens, which pene- 
trate into barren regions, help to grind up the rocks, and by their life 
and death make place for a richer vegetation ; and even of the bacteria of 
decay, whose work, disastrous when uncontrolled, is fundamental to the 
continuance of new organisms. And with this deepened appreciation of 
the silent but active life about him there may develop a sense of keen 
enjoyment of the harmonious and steadfast working of law. 

It should be an important function of the botany course to furnish 
direct assistance to those intending to enter the vocation of agriculture, 
and the course in botany may be so arranged as to prepare for the study 
of agriculture by laying especial stress upon the physiology and ecology 
of plants, by using such economic families as the grass, legume, rose, 
parsley, mustard, and the families of noxious weeds, and by giving more 
attention to the fungi and bacteria in their relation to plant diseases. 
More detailed information in regard to agriculture in secondary schools 
will appear soon in a bulletin from the College of Agriculture of the 
University of Wisconsin. 



QQ High School Course of Study. 

METHOD. 

Tlie student should study the plants themselves. Materials and di- 
rections should be given out at the beginning of the period. At first the 
directions should be more definite than they need be later, but at no 
time should they be so specific as merely to supply points for verification. 
The work may be adjusted to a little above the average of the class, and 
the swifter may be required to give more detail or extra topics, while the 
slow pupils should finish their work outside of class. The work should 
be done thoughtfully, accurately and neatly. It is better to omit an ex- 
ercise than to do it hurriedly and carelessly. After supplying the ma- 
terials the teacher should go about helping students individually, from 
time to time asking the attention of the class to some point that needs 
general explanation, and at the close of the period summing up the work 
that has been done. 

For the sake of economy of materials and of the instructor's time, but 
more than all for the sake of the valuable team work that may be 
developed in the class, the whole class should approach a topic together. 

Careful records of the work done should be kept in drawings and 
notes. Accounts of physiological experiments should contain a statement 
of the problem to be solved, a description of the experiment used to solve 
it, with drawings of the apparatus, the results of the experiment, and the 
conclusions drawn from the results. Wherever possible, data should be 
tabulated. The drawings should be made on heavy linen ledger paper 
with a hard pencil (6H Koh-i-noor). The use of India ink is to be en- 
couraged, as this gives a definiteness, finish and permanence impossible to 
pencil drawings. In this case a softer pencil may be used in making the 
first draughts. The notes written in ink are to face the drawings, so 
that drawings and notes rnay be compared without turning the page. 
Both drawings and notes should be placed symmetrically on the pages. 
Before beginning a page of drawings it is to be determined how many 
are to go on that page, where they are to be placed, and the proportion 
between object and drawing, so that when the pages are completed they 
will be pleasing in their symmetry. Drawings should be simple outlines, 
distinct and neat. They should express intelligently, truthfully and at- 
tractively, what the student has learned from his subject. To allow 
slovenly work to pass is to miss the point of scientific training. At fre- 
quent intervals the teacher should go over with the student his notes and 
drawings and discuss their merits and the defects that must be corrected 
before the work is acceptable. As far as possible, the responsibility for 
getting the notebook in passing condition should be thrown upon the stu- 
dent. This may be done by placing a line in one corner of a plate when it 
is first examined, and a line across that when the work is satisfactory, and 
accepting no work not thus passed upon. 

The physiological experiments may be set up by the teacher or by a 
group of students working together. In either case the whole class should 
follow the experiments closely and record the results. Details of apparatus 
and directions for conducting the experiments are given fully in some 
of the books cited below. These physiological experiments should be given 
a large part in the schedule of work, for they contain some of the most 
vital and interesting material of the course. 

Field excursions are valuable to connect laboratory and textbook work 
with the natural conditions of plants. Foresight is necessary in planning 
the work to be done, in order that the time may be used to the best ad- 
vantage. The teacher should first go over the ground to be visited to 
select the features most illustrative of the points he wishes to teach. He 
must then present the problems to be solved to the group of students to be 
taken to the field. This group should be small, not more than eight or 
ten for effective work. Definite reports of the work done should be 
required. 



Botany. 67 

THE PREPARATION OF THE TEACHER. 

Growing emphasis is being laid on the preparation necessary for the 
teacher of botany. Unless the teacher has had adequate preparation in 
botany it would be better not to offer the course. What preparation is 
adequate? The answer varies somewhat with the personal equation. The 
minimum advisable is the equivalent of two years of college work in botany, 
including courses in the general morphology of the higher and lower plants, 
experimental plant physiology, plant histology, and systematic botany with 
field work, or such courses as botany 1-3, 51, 52, described in the Uni- 
versity Catalogue of 1910-'ll, or botany 1-3, 4, 5, 8 and 12, in the cata- 
logue for 1911-'12 of the Kansas State Agricultural College. Knowledge 
of current and approved methods of teaching botany, zoology, physiog- 
raphy and general bacteriology are desirable. If a teacher finds that 
his preparation does not enable him to teach botany with enthusiasm and 
freedom, he may mend matters by taking work in the summer schools 
held at several of the large universities or at a seaside laboratory. It 
is advisable for the teacher who has been well prepared to keep in touch, 
with the advance of the science in matter and method. 

LABORATORY EQUIPMENT. i ' 

Compared with the enthusiastic, scholarly teacher, the material equip- 
ment is secondary. There should be, however, a well-lighted laboratory 
furnished with fiat-topped tables about thirty inches high and so pro- 
portioned as to give each pupil about thirty inches elbow room, arranged 
preferably with the ends towards the window. 

For his own use each student should have a dissecting microscope, a 
simple lens mounted on a block, so as to leave the hands free to use 
dissecting needles. The doublet magnifiers of three-quarter-inch focus, 
manufactured by Bausch and Lomb, Rochester, N. Y., or by the Spencer 
Lens Company, Buffalo, N. Y., are satisfactory. The blocks may be made 
as described in Stevens's Introduction to Botany, page 371. The Barnes 
dissecting microscopes, made by Bausch and Lomb, and listed at $2.50, 
but subject to discount, are good. The iron stands with hand rests and 
rack and pinion adjustment made at the shops of the University of Kan- 
sas are of large and convenient size and made for long service; net price, 
$2.75. The other tools indispensable for the individual student are two 
dissecting needles, which may be made easily by thrusting strong needles 
into soft wood handles, forceps, and a sharp knife. 

The laboratory should have at least one good compound microscope 
for demonstrating minute anatomy. It would be a saving of time to have 
one for each student. Good microscopes with all the necessary adjust- 
ments may be bought by schools for less than $30 each, from the Spencer 
Lens Company and Bausch and Lomb. A table microtome and sectioning 
knife will save much valuable time, and may be bought for $10. A good 
hone should be kept in the laboratory to keep the knives sharp. Helpful 
additions to this necessary apparatus are described in Ganong's Teach- 
ing Botanist. 

Tools are not the only supplies necessary to provide. In order to 
carry out the course in logical sequence, plants must be on hand in the 
proper stages of development for demonstration. For this supply ma- 
terials may be gathered in a suitable condition, to be used and preserved 
until the time for them comes in the course, or some of them may be 
brought to a state where they may be used. For keeping a stock of 
preserved materials a cupboard is necessary, in which fruits and seeds 
collected during the summer to illustrate dissemination may be kept safe 
from mice, and in which sealed jars containing two per cent formalin for 
preserving flowers and the soft parts of plants, or equal parts of alcohol, 
glycerine and water for keeping woody materials, may be kept handy and 
safe from breakage. Some room or part of a room should be kept warm 
enough to germinate seeds in boxes filled with sphagnum or White-pine 
sawdust, and to force into bloom branches of woody plants in jars of 



€8 High School Course of Study. 

water. If the schoolroom is not allowed to get cold, window boxes, with 
such plants as geranium, wandering Jew, tulip, and others suitable for 
use in physiological experimentation, are a convenience. Material hard 
to get in some localities may be obtained from the biological supply firms, 
such as the St. Louis Laboratory and Supply Company, St. Louis, Mo. 
Detailed directions for providing materials are given in Stevens's Intro- 
duction to Botany and Ganong's Teaching Botanist. 

The high-school student's appreciation of pleasant surroundings should 
not be neglected, and the laboratory should be kept neat and attractive 
by the combined effort of teacher and pupils, for the sake of its reaction 
•on the neatness and accuracy of their work. 

THE PLAN 0? THE COURSE. 

The two points to be considered in making a plan for the high-school 
■course in botany are, first, the pi'eparation and needs of the teacher and 
pupils, and second, the materials best fitted to give the desirable training 
and information. That this plan may be as useful as possible, a large 
enough range of subjects to fit all probable situations, arranged in a 
logical order for presentation, will be suggestive, so that the teacher may 
■choose for full treatment those topics best adapted to the needs of his 
school, and may give others brief treatment or omit them. The quality 
and quantity of the work done by the pupils and the evidence of power de- 
veloped are more important in judging the course than the specific con- 
tent. As for the best path of approach to the field of botany in general, 
it is that one in which the teacher can lead with the most enthusiasm. In 
most cases, however, the pupil should not at his very entrance to the 
"botanical world be distracted from the plants themselves by the use of so 
comforting though useful a tool as the compound microscope. Besides, 
the general survey of the whole field of botany proper to the high-school 
course requires that the functions of plants be studied at the same time 
with the structures that carry them on. Since these physiological 
processes are more easily demonstrated in the higher plants, it is well on 
this account also to begin the course with a thorough study of the struc- 
ture and development of a typical seed plant, accompanied by the physi- 
ology of each part as it is taken up and the relation of the part to its 
environment. When the method of work has become familiar, the use of 
the compound microscope will open the door to the new and fascinating 
world of the minute structure of plants. This study of the seed plant 
should be followed by a general survey of the great groups of plants. 
A. The structures of a typical seed plant and the kinds of work done by 
each part. 

1. Seeds and seedlings. 

Materials: Lima and other kinds of beans, castor bean 

and corn. Phaseolus vulgaris germinates well. 
Structures of the dry and soaked seeds: The nature of the 
parts; the development of each part in the process of 
germination ; the function of each part ; the work of the 
seed. 
Experiments to show: Storage of food in relation to the 
plant; to men and other animals; kinds of food stored in 
each seed; what becomes of this food in germination. 
Respiration: Need of oxygen in growth; evolution of car- 
bon dioxide. Here is the place to clear up the common 
notion that plants do not respire like animals, caused by 
misunderstanding the process of photosynthesis. 
Digestion, especially the work of diastase. 
Response of the different parts of the seedling to the 

stimuli of gravity, water and light. 
Seed distribution; vitality of seeds. 



Botany. gg» 

A. The structures of a typical seed plant — contivued. 

2. Roots. 

Materials: Roots of seedlings; sections of older roots of 

hyacinth; seedlings grown in moist chamber to develop 

root hairs. 
Structure of root, vascular bundle, hair zone, root cap, 

growing point. Position and origin of lateral roots. 

Root hairs, structure, relation of root to soil, kinds of 

soil and their influence on vegetation. Modified roots: 

storage, parasitic, air, prop. 
Experiments to show: Osmosis and its relation to the 

function of roots; root pressure. 

3. Stems. 

Material: Horse chestnut or hickory, cottonwood, and lilac 

buds; young and old dicot stems, as Aristolochia, 

squash, or castor beans; linden, pine, corn, Impatiens 

stem. 
Origin of buds, arrangement and unfolding of young leaves. 
Structure of young dicot stem, secondary growth, shedding 

of bark and leaves, relation of growth of stem to 

seasons. 
Structure of monocot stem. 
Experiments to show: Region of conduction; rate of sap 

flow; region of growth; amount of growth. 
Method of twining of stems. 
Forests, their uses; the distribution of gymnospermous 

and angiospermous forests, their enemies, preservation. 

United States, state and local work in forestry. 

4. Leaves. 

Material: Elm, maple, geranium, bean, and Abutilon 
leaves. 

Structure: Epidermis, stomata, palisades and chloropasts,. 
air tissue, and veins. 

Light I'elations of various leaves. 

Response to the amount of transpiration shown in forms of 
leaves of water plants, moist-air plants, and desert 
plants. 

Modifications of leaves for special work: thorns, tendrils, 
scales, and insectivorous adaptations. 

Experiments to show: Presence and nature of chlorophyl; 
manufacture of food and its conditions; dependence of 
•starch formation on presence of chlorophyl, light, and 
carbon dioxide; evolution of oxygen; make clear the dis- 
tinctiveness of the process of photosynthesis; rate of 
transpiration in dry and moist atmosphere. 

5. Flowers. 

Material: Begin with simple flowers like tulip, dog's-tooth 
violet, or yucca, and lead up gradually to the more 
difficult flowers, like the Compositae. 

Structure of the flower, especially of ovule and pollen; 
functions of parts. Devices for cross-polhnation; rela- 
tion of insects to pollination. Fertilization. Artificial 
selection and methods of improving agricultural and 
horticultural plants. 

Classification of plants and acquaintance with plants of 
the locality, especially those of economic importance. 

B. Summary of the great groups of plants. 

This should be chiefly habit study of the plants themselves, re- 
lated as far as possible to the locality and conditions of growth 
of the plant. Anatomical details are better shown m diagram, 
charts, lantern slides or from good illustrations in books than 



70 High School Course of Study. 

B. Summary of the great groups of plants — continued. 

by individual work of the pupils with the compound micro- 
scope; and these details should be subordinated to ecological 
and physiological aspects of the plants. Some details may be 
worked out with the compound microscope, and should be sub- 
ordinated to the ecological and physiological aspects of the 
plant, and a demonstration microscope should be used. 

1. Algae. 

Distribution; conditions controlling growth; relation to 
water supply. One or two blue-greens should be 
studied, as Nostoc and Oscillatoria. Common green 
alga, like Pleurococcus, Cladophora, Spirogyra, Vauch- 
eria and desmids. 

Development in complexity in nutritive and reproductive 
structures. 

General appearance and distribution of browns and reds. 

Gross characters of diatoms. 

2. Fungi. 

Types of dependent plants: Toadstools, mushrooms, mil- 
dews, moulds, wheat rust, corn smut, cedar apples. 
Yeasts; experiments to show behavior and structure. 
Bacteria from hay infusions. Relation of bacteria to 
disease, soil, decay; effect on milk and water supply. 
Health measures in relation to bacteria. 

Parasitism; effect on host and parasite; economic effect. 

3. Lichen. 

Symbiotic relationship; distribution; effect on rock or other 
structure upon which it grows. 

4. Liverwort and moss. 

Distribution; life history. The fact of alternation of gen- 
eration should be taught, but not in too great detail. 

5. Fern. 

Life history of true fern; differentiation in structure; dis- 
tribution; acquaintance with local representatives. 
General appearance of horsetails and club mosses. 

6. Gymnosperms. 

Tree habit. Annual growth; twigs of different ages; ever- 
green leaves and their value. The timber and its quali- 
ties. Cones; structures involved in the development of 
the seed, and the time necessary for the development of 
seeds. 

7. Angiosperms. 

Life history compared with gymnosperms; modifications of 
leaves, stems, roots, flowers. 

Some topics suggested in the first part of the course may be deferred 
until this point is reached, or treated more fully here. For instance, if 
the course begins in the fall the acquaintance with local families and 
problems of forests and forestry may be taken up at this time, as this 
would bring the study into the spring when the simpler flowers are in 
bloom. , i 

HELPFUL BOOKS FOR THE BOTANY COURSE. 

The Teaching Botanist, by "William F. Ganong (Macmillan Company, 
New York, edition of 1910), is a full and up-to-date discussion of the 
problems of secondary botanical instruction. It contains information 
indispensable for the high-school teacher, and is written in a fresh and ■ 
attractive style. 

Introduction to Botany, by William C. Stevens (D. C. Heath & Co., 
Boston), gives detail and pi'actical direction helpful to both teachers and 
students. This book combines the clearness and simplicity attractive to 
the student with suggestions of method valuable to the teacher. 



Zoology. 



71 



Plant Relations and Plant Structures, by J. M. Coulter (D. Appleton 
& Co.), are beautifully written and well illustrated. A Textbook of 
liotany, by Coulter, Barnes and Cowles (American Book Company) is the 
latest and best presentation of the field of botany for reference bv the 
teacher. ^ 

/rrJ^^J^^^.^?^^^^ Botany, by Strasburger, Noll, Schenck, and Schimper 
(ihe Macmillan Company), is written by specialists in its different parts 
and is one of the most satisfactory texts yet published. ' 

Plant Life, by C. R. Barnes (Henry Holt & Co., New York), is a clear 
■and logical presentation of the subject from the standpoint of the relation 
of form to function. 

Principles of Botany, by Bergen and Davis (Ginn & Co., Boston), is 
an excellent book for the library on account of its popularity with the 
students. 

Plant Physiology, by William F. Ganong (Henry Holt & Co., New 
York) , has clear and careful directions for carrying out the experiments 
demanded in the course outlined. 

An Introduction to Vegetable Physiology, by J. R. Green; Plant 
Anatomy, by W. C. Stevens (P. Blakiston's Son & Co., Philadelphia), 
and Plant Physiology, by Peirce (Henry Holt & Co., New York), are 
excellent for the teacher's reference. 

The Natural History of Plants, by Kerner & Oliver (Henry Holt & 
Co., New York), should be in the library for reference to its fine illus- 
trations, and full ecological information. 



ZOOLOGY. 



The course in zoology can most profitably be undertaken in the third 
or fourth year of the high-school course. By that time the student has 
acquired sufficient skill and experience to comprehend the facts pre- 
sented and to grasp the broader biological features involved. 

ROOM. 

If microscopic work is undertaken the laboratory should have a north 
exposure, though south windows are an advantage in growing certain 
lower forms of -animal life. The equipment may be very simple and in- 
expensive, if necessary. The tables should be about twenty-eight inches 
high and should afford convenient working space for each student. If 
new tables are built, tiers of drawers sufficient for each pupil to have 
a separate one in which to keep drawings, notebooks, etc., are recom- 
mended. If sufficient drawer space is not obtainable, a case or closet 
should be provided, so that work may be safely and neatly kept. Chairs 
are to be preferred rather than stools, because growing children of high- 
school age need ah occasional rest. 

APPARATUS FOR PUPIL. 

Apparatus for the pupil should consist of a set of dissecting instru- 
ments for each, and a hand lens. The dissecting instruments necessary 
to good work are: A pair of scissors, 75 cents; a pair of forceps, 25 cents; 
two needles, 3 cents; a pipette, 3 cents; and a scalpel, 3 cents. Dissecting 
pans may be made from ordinary oblong (8x10x2) cake or pie tins. 
These should have a layer of paraffin about one-third of an inch in 
thickness on the bottom. (Heat the paraffin in a vessel, set in a vessel 
of water, to just above the melting point, and stir in lampblack suf- 
ficient to turn the mixture black. Pour it into the pan and cool rapidly.) 
Boards may be used for dissecting larger animals, as cats or rabbits. 

Compound microscopes may be used by pupils in groups. Good work 
may be done with only one compound miscroscope if the class is not 
large. If several compound microscopes are available, three objectives, 
a two-inch, a two-thirds and a one-sixth objective used with a triple 
nose piece saves the expense of a dissecting microscope and hand lens. 



72 High School Course of Study. 

APPARATUS FOR ROOM. 

A number of large glass jars of any sort are handy for small aquatic 
animals. A tank or tub of galvanized iron is useful for keeping alive 
crayfish, fish or clams until needed. Wide-mouth bottles and ordinary 
fruit jars serve well for preserving material for class demonstration. 
Formaline is a cheap and good preserving fluid. Solutions from 2 per 
cent to 10 per cent, differing according to the size of the animal, will 
preserve material indefinitely. 

LABORATORY MATERIAL. 

Material for class work may be collected for the most part by the 
class on individual or class excursions. Protozoa are abundant in stag- 
nant water. Amoebae are often found in growths of Oscillatoria (bluish- 
green masses of shiny growth on the bottoms of ponds). Many proto- 
zoans may be grown by placing a small quantity of dry leaves in a jar 
of water and keeping them in a warm place for a few days or weeks. The 
jars should be watched from time to time and the Protozoa studied when 
they are plentiful, because they are preyed upon by larger forms and 
disappear suddenly from the solution. Roadside ditches are always 
sources of Protozoa. 

Hydrse are usually abundant in early fall on the under side of floating 
lily pads, also among duckweed (a small floating aquatic plant forming 
a green layer on the surface of quiet water). 

Collect either the pads or duckweed and place in jars or crocks. Look 
for Hydrse the following few days. They will be found around the sides 
of the vessel fastened by one end of the body, the free end extended from 
one-fourth to one-half inch in length and the six slender tentacles in con- 
stant motion. 

Earthworms may be found in rich garden soil at any time of the year 
when the ground is not frozen. If needed in the winter time, they should 
be dug in the early fall, before frost, and placed in a large tight-hottoTned 
box, with plenty of rich earth, which should be kept moist, but not wet, 
until they are used. 

Cyclops, Daphnia and related arthropods are sure to be brought in 
with the Protozoa, though they will develop slower and may not be 
noticed at once. Care should be taken to study the Protozoa before the 
Cyclops have increased in numbers sufficiently to destroy the smaller 
forms. 

Crayfish must be collected for winter use early in the fall, by the 
middle or last of September. Hunt for them in quiet running water, 
where logs or rubbish form hiding places. A piece of liver on a string 
forms an attractive bait. If kept alive until needed, they may be placed 
in a tub or tank containing a layer of sand three or four inches deep, 
and covered with water an inch or two (not more) above the level of the 
sand. Crayfish do much better in shallow water, unless running water 
may be had. Feed live earthworms or pieces of raw meat. The excess 
food should be removed, so as not to foul the water. 

Clams are found in a creek with a sandy bottom, often above and 
below a riffle or fall. To wade out and pick them up is the quickest 
method of collecting. They may be kept with crayfish if not over- 
crowded. The water should be changed daily. 

Frogs and toads are found best in early spring around ponds. At 
dusk they are abundant and easily taken with a dip net. 

Cats and guinea pigs are much cleaner and pleasanter to dissect than 
rabbits. Farmers and grocers often have extra cats which they are glad 
to dispose of. 

pupils' COLLECTIONS. 

Each pupil should collect in early fall from twenty-five to fifty speci- 
mens of insects, as many species as possible, and related arthropods for 
classification. The insects should be neatly spread and arranged in 
boxes. Split corks glued to the bottom of the box serve to hold the pins 



Zoology. 73 

in place. The pupil should also collect two or more specimens of each 
insect to be studied. A good collection should contain grasshoppers, large 
beetles, bugs (electric-light bug, cicada and squash bug), butterflies, 
moths, crickets (male and female), bumblebees, wasps, dragon flies, and 
flies. These collections should be preserved by the teacher until needed 
for class work. 

NOTEBOOK WORK. 

Loose-leaf notebooks of ledger linen for drawings and single ruled 
writing paper for notes are practical. The drawings should be made in 
pencil, 3x4x1, and after correction should be traced in India ink. 
Drawings should be made of every part studied in the dissection and 
should be fully and correctly labeled. ■ Drawings without lettering are 
worthless. After the dissection is completed the pupil should write, in 
composition form, a description of the animal, including (1) its habitat, 

(2) adaptions to environment, (3) a full description of the laboratory, 
work, (4) its life history, and (5) its classification. 

In all notebook work attention should be given to spelling, the use of 
language, and the rules of composition. 

OUTLINE FOR WORK. 

It is difficult to follow the logical order of development of animals 
in laboratory work, because of the inexperience of pupils and because 
we must study many forms out of their season. A satisfactory method 
of presentation is to study the insects in the fall, because they are at 
their best at this season. Many forms are laying eggs; larvae are pupat- 
ing and pupae are hatching". Work with insects will give the pupil the 
necessary skill, so that he may be able to take up the study of the 
protozoans and continue in the natural order of development. 

Insects. Because of its size, the grasshopper is the form most 
thoroughly studied, and it may serve for the type dissection of the in- 
sects. As the study of the diflPerent orders progresses, comparison of 
homologous parts with all previous forms studied should be made. A 
chart made by the pupil, showing the comparison of structures upon 
which the basis of classification is made, is highly instructive and should 
conclude the study and precede the classification of the insects collected. 
It should include: (1) parts of body, character of; (2) mouth parts; 

(3) antennae, number and kinds of; (4) eyes; (5) wings; (6) legs; 
(7) number segments of abdomen; (8) habitat; (9) relation to mankind, 
(a) harmful, (b) beneficial. The economic importance of insects should 
form a prominent part of the study. To make such study practical and 
effective the student must know the life history of the insect, at which 
stage or stages it is harmful, the character of the mouth parts in the 
different stages, and the egg-laying habits. If beneficial he must know 
the kind of service it renders mankind. He is then in a position to 
appreciate literature on the subject and to plan and execute aggressive 
or defensive measures for the destruction or protection of the insect. 
All schools should avail themselves of the opportunity offered by the 
Agricultural College at Manhattan to supply themselves with bulletins 
offered on this and related subjects. 

Protozoans. The study of the protozoans depends largely upon the 
equipment of the school. If compound microscopes are available the 
regular work may be attempted, but even with hand lenses much may 
be learned. The point to be brought out is that the simplest animals, with 
only one cell, perform many of the functions that the higher animals per- 
form by means of organs. 

Hydra. The hydra is important because it is the commonest fresh- 
water coelenterate, of which it may be made a type. The structure of 
corals and Hydrozoa are easily explained from the structure of hydra. 
It is important biologically because the three body layers common to the 
early embiyological stages of all higher animals are developed here. 



74 High School Course of Study. 

Definite cells of these layers (nerve cells, muscle cells, digestive cells, 
reproductive cells) foreshadow organs with similar functions in the higher 
animals. 

Earthivorms. The earthworm is difficult to handle in class dissection, 
but with several specimens per pupil a number of successful dissections 
can be made. In evolution of animals the earthworm is the first form the 
pupil meets which shows the various systems. These are developed to 
complexity, but do not occupy the same relative positions shown in higher 
animals. A chart showing the evolution of the animal systems should 
be begun with this dissection. Show the circulatory system, dorsal; the 
digestive, median; and the nervous, ventral, with the reproductive system 
anteriorally located. Compare with grasshopper and add diagram of 
the latter. Notice the similarity of position of circulatory, digestive and 
nervous systems, but change of location of reproductive system. Notice 
also the development of a respiratory system in the insect. Preserve 
the chart and add to it as the work progresses. 

Clam, The clam is one of the most difficult dissections which the 
pupil will make. The shell and external study of the body are simple, 
though care must be taken to make clear the relation between mantle, 
gills and body. The internal dissections may be thoroughly understood 
and fairly worked out with the help of a good diagram. Make clear the 
relation of the kidney to the pericardial cavity. While the clam shows 
the same general location of the various vital systems, it shows general 
advance in their complexity. The three-chambered heart, with arteries 
leading from it, the return blood being taken to the gills for aeration 
instead of the air being taken to the tissues, as in the insects, is a dis- 
tinct advance. The coiled intestine shows a development over the straight 
tube of the worm. 

The Mollusca are interesting commercially because of the pearls and 
mother of pearl used in the arts. They are of interest geologically be- 
cause of the enormous quantities of limestone formed from the shells, etc. 

Crayfish. Note similarities and differences between insects and cray- 
fish, covering and general divisions of body, jointed legs, the antenna, 
and mouth parts. Note special adaptations, flexible abdomen, tail, fin and 
gills. Observe the marked increase in complexity of some of the internal 
organs; the large liver, the heart and arteries, different kidneys. Note 
the similarity of arrangement of the internal organs. Add diagram to 
chart. 

Catch female crayfish with eggs attached to swimmerts, and watch 
them hatch and develop. 

Consider here the large lobster hatcheries along the northeastern 
coast, and the restocking of these waters. 

Fish. Study different kinds of fish from minnows brought into the 
room. General body covering; different kinds of fins and their different 
location; difference in mouth. It is well to dissect different kmds of 
fish. Croppies or perch are good for internal dissection and catfish are 
good for dissection of nervous system and brain. With the appearance 
of the vertebrate animals notice the complete change of arrangement of 
vital organs; the dorsal nervous system, the circulatory system lying 
between it and the ventral alimentary canal. Study the complex nervous 
system, with well defined brain instead of scattered ganglia as m the 
invertebrates. Notice that with the development of brain there is de- 
veloped also the bony cavity to enclose and protect it. Notice that the 
three-chambered heart pumps venous blood instead of arterial as m the 
crayfish. Notice the breaking up of the gill arteries into capillaries and 
the subsequent uniting again into arteries. Note the development ot 
veins conveying the blood back to the heart instead of sinuses as m the 
crayfish. Study also the evolution of the kidney: in the worm m each 
seo-ment except the few anterior ones; the malphigian tubes of the pass- 
hopper; the anterior kidney of the crayfish; and the migration to the 



Zoology. 75 

middle to posterior position in body cavity of vertebrate. Compare this 
evolution with the development of the kidney in the vertebrate embryo, 
where each segment of the young embryo contributes to the kidney, 
which by the more rapid growth of the anterior portion of the body is 
left to occupy the lower middle portion of the body cavity. Compare with 
this the same general situation in regard to the reproductive organs: 
anterior in the earthworm, median in the crayfish, and posterior in the 
fish. Notice in the fish the enormous number of eggs and spawns de- 
veloped, and study the relation between the care given the young by the 
parent and the number of young produced in order to perpetuate the 
species. 

Study here the fish industry as undertaken by the United States 
government: the care of eggs and young fish; the stocking of streams; 
the kinds of fish best adapted to Kansas v/aters and the protection 
which should be given them. 

Add diagram of vital systems to chart. Make diagram of circulating 
system. 

Frog, Toad, Turtle, Snake. The amphibians and reptiles may be 
studied together. Have at least one specimen of each dissected in class. 
Each pupil may then observe dissections made by the other members of 
the class, and so get the benefit of all. The great advance here is from 
the water-breathing to the air-breathing form. Review in this connec- 
tion the aeration of the blood in the previous forms studied : in the earth- 
worm breathing takes place through the moist skin; external gills in the 
clam, etc.; their first connection with the mouth cavity in the vertebrate. 
Notice that in the frog and toad the gills develop in connection with the 
mouth, as in the fish; but later lungs develop as outgrowths of the 
esophagus, a change that takes place in the embryological stages of the 
liigher vertebrates by a longitudinal division of the esophagus. 

Note slight advance of three-chambered heart of fish to the partly 
divided ventricle of amphibians and reptiles. Continue comparisons 
through the different organs. 

Collect frogs' eggs in the spring and watch them hatch and develop. 
They should be put in a vessel that has algae growing on the sides. Teach 
the value of amphibians and reptiles in catching insects and small 
rodents. Snakes are especially valuable, and the harmless varieties should 
Tse protected. 

Pigeon or Sparrow. The pigeon is to be preferred because larger. 
The birds show a generalized advance over preceding types, as well as 
many special adaptations. Here the four-chambered heart is first, found, 
and with it the highest type of circulation and the appearance of warm- 
blooded animals. The pupil should carefully work out the circulation 
and make original diagrams of it. The brain is much increased in size. 
Note the relative change in size of the cerebellum and optic lobes of the 
bird and frog. Make careful dissection of nerves to internal organs, to 
wings and toes. Study carefully the close relationship in position of the 
kidneys and reproductive system, and show that here, as well as in the 
embryonic stages of both lower and higher animals, these organs de- 
veloped from a common body by longitudinal subdivision, the dorsal por- 
tion becoming the kidney and bladder, the ventral portion the repro- 
ductive organ. 

Clear away enough of the flesh to get a good general idea of the 
skeleton, especially the wings and back at the lumbar regions. 

In the study of birds consider their value to the farmer. Devise meth- 
ods of protection against the destruction of birds. Consider this point 
both from humane and economic viewpoints. 

Cat or other Mammal. The mammal should be the most important dis- 
section made. Six weeks may be profitably spent upon it. If crowded for 
time the bird may be dissected by part of the class at the same time the 
.amphibians and reptiles are being studied. The animal should be skinned 
.and the whole muscular system worked out thoroughly. The origin and 



76 High School Course of Study. 

insertion of muscles and their action is much more important than names. 
The blood and nerve supply of each large muscle should be observed. 
This is readily done if the arteries are injected with plaster of Paris con- 
taining carmine or red ink. Inject through the ventricles or auricles. 
Follow the dissection of nerves and arteries to the toes. 

The internal dissection should be done with especial care. The dia- 
phragm is the new organ developed in connection with the respiration. 
Trace the arteries and veins of the internal organs very carefully and 
make original diagram of complete circulation of blood, using colors. 
Study carefully the alimentary canal, and show that the liver and pan- 
creas are developed from embryological outgrowths of intestine, which 
show their relation to it by the gall and pancreatic ducts. Note the in- 
creased complexity of the mammahan reproductive organs, due to in- 
trauterine development of embryo. 

Careful dissection of the brain and spinal cord should be made. The 
skull of the animal should be opened by a blow with a hammer or with 
bone forceps as soon as killed, so that the formaline used may harden 
the brain tissues. Notice the increase of cerebrum over the other portions 
of brain and the complete disappearance of the optic lobes. Dissect the 
spinal cord, showing cervical and lumbar plexuses. Find the dorsal and 
ventral roots of the spinal nerves. A careful dissection here is of great 
value to the pupil in subsequent study of psychology. In the mammal 
make drawings of important parts only: in the alimentary canal, the 
tongue, showing relation of tongue, epiglottis, esophagus and trachea; the 
stomach and portion of intestine, showing the pancreas; the cgecum at 
junction with ileum, etc. Make careful drawings of nervous systems; 
the urogenital system of both sexes ; the heart, showing relation to lungs ; 
the lungs and trachea; cross and longitudinal sections of the heart. 

If time permits, a careful preparation of the skeleton makes an inter- 
esting museum specimen. 

The above outline is intended to be merely suggestive. A good labora- 
tory guide, such as Colton's Laboratory Manual, is essential to careful 
work. 

The following books are valuable for reference: Colton's Elementary 
Zoology; Parker and Haswell's Shorter Course in Zoology; Comstock's 
Insect Book; Kellogg's Insect Book. 



AGRICULTURE. 

One unit. 

More and more, society is coming to realize that subjects vitally 
related to the life of the community should be taught in the public schools 
of that community. The public schools, supported largely by local taxa- 
tion, as they are, should work out in higher levels of community life. The 
progressive leaders in public education are applying the efficiency test to 
all the subjects in the courses of study for the public schools. The test 
is: (1) Is it educational? (2) Will the mastery of it result in higher 
health, economic, social, or moral levels of community life? The edu- 
cational as well as the economic value of agriculture as a school subject 
is no longer questioned. Agriculture will help hitch up the work of the 
high school to the life of the community better than any other high-school 
subject. 

The outline of instruction in agriculture which follows is based upon 
the ''Elements of Agriculture," by G. F. Warren (The Macmillan Com- 
pany, Chicago), for classroom instruction, and "A Unit in Agriculture," 
by J. D. Elliff (Row, Peterson & Co., Chicago), for laboratory work. The 
subject can be presented satisfactorily in three recitation periods and 
two laboratory periods a week. The laboratory period should be double 
the time of the class period and should come as the last exercise in the 
day. With this arrangement the class may visit neighboring farms with- 



Agriculture. 77 

•out returning to the school after the class period is over. Under no con- 
sideration should the course be given entirely as recitation and book work. 
The State Board of Education has approved and recommend for use 
a Laboratory Manual of Agriculture for High Schools, by Call and Scha- 
fer, of the Kansas State Agricultural College, Manhattan. The labora- 
tory references in the following outline may be adapted to this manual by 
the teacher. 

EQUIPMENT. 

For satisfactory instruction in agriculture a well-equipped laboratory 
is necessary. Schools with limited means, introducing agriculture, may 
obtain satisfactory equipment for not to exceed fifty or seventy-five dol- 
lars, if the school has a well-equipped physics laboratory. The instructoi 
in agriculture should not be satisfied with this limited equipment; as 
more money is available additional equipment should be purchased. Much 
of the laboratory equipment must be home-made. The teacher should plan 
ahead to see that this equipment is ready when needed. Soil and crop 
specimens must be collected and prepared. This should be done by teacher 
and student at the beginning of the school year. 

L Soils. 

1. One bushel of clean sand. 

2. One bushel silt loam or sandy loam soil. 

3. One bushel clay soil. 

4. One peck well-rotted leaf mold. 

5. One bushel rich surface soil for growing plants. 

IL Plants. 

1. Seeds of corn, wheat, oats, rye, barley, etc. 

2. Heads of wheat, oats, rye, barley, and as many sorghums as 
possible. 

3. Specimen samples of wheat, oats, rye, barley, red clover, white 
clover, alsike clover, alfalfa, timothy, orchard grass, blue grass, redtop, 
millet, cowpeas, soy beans, etc. 

4. A collection of economic seeds, obtainable free, from the United 
States Department of Agriculture, Seed Laboratory, Washington, D. C. 
Send $1.50 to pay for packing and cases. 

5. Several samples of seeds of alfalfa, clover and millet, with prices, 
should be obtained from reliable Kansas seed houses. 

The following minimum equipment should be purchased for a class of 
ten students, to conduct successfully the laboratory exercises in the fol- 
lowing outline: 

One pair of balances weighing to grams. 

Five glass tumblers. 

Five thermometers. 

Five glass or tin funnels. 

Five small sieves of various size meshes, for sifting soil. 

Ten wide-mouth, eight-ounce bottles. 

Twenty pint Mason jars. 

Ten shallow pans. 

Ten student lamp chimneys. 

Ten heavy dinner plates for seed germination. 

Ten panes of glass (8x10 inches). 

Ten shallow wooden boxes for growing cuttings (12x18x3). 

One-half pound small-sized glass tubing — one-fourth inch. 

One-half pound small-sized glass rods — one-fourth inch. 

Filter paper. 

Litmus paper. 

Several yards of heavy cotton cloth to use in seed germination. 

One six-bottle Babcock hand tester and supply of glassware and acid. 
Cost, $10. 



78 High School Course of Study. 

Sample of fertilizer to use in fertilizer test when this exercise can be 
conducted. 

Ten grafting knives. Cost, $3. 

A supply of score cards for judging corn, horses, cattle, sheep and 
swine. 

Box of insect pins. 

Ten sand crucibles. 

One spade. 

Fifty glass test tubes. 

Box gummed labels. 

Ten thistle tubes. 

Grafting wax. 

One pound cotton. 

Two quart Mason fruit jars. 

Four pounds copper sulphate, 5 cents' worth of potassium ferrocyanide, 
small amount of lime. 

Small amount of cheesecloth. One or two pounds No. 3 galvanized 
wire. 

Ten small wide-mouth bottles. 

A small amount of lumber for making insect boxes, germination boxes, 
propagation beds, etc. 

If possible, a half acre or more of land to use for school garden and 
experimental field. 

In addition to this equipment the following reference books should be 
purchased; this is a minimum list. Additional books should be pur- 
chased as money is available: 

1. The Soil, by F. H. King, pubHshed by the Macmillan Company, 

Chicago. Price, $1.50. 

2. The First Principles of Soil Fertihty, by Alfred Vivian, published by 

the Orange Judd Company, New York City. Price, $1. 

3. Cereals in America, by Thomas F. Hunt, published by the Orange 

Judd Company, New York City. Price, $1.75. 

4. Forage and Fiber Crops in America, by Thomas F. Hunt, published 

by the Orange Judd Company, New York City. Price, $1.75. 

5. Popular Fruit Growing, by L. B. Green, published by Webb Publish- 

ing Company, St. Paul, Minn. Price, $1. 

6. Vegetable Gardening, by L. B. Green, published by Webb Publishing 

Company, St. Paul, Minn. Price, $1. 

7. Types and Breeds of Farm Animals, by C. S. Plumb, published by 

Ginn & Co., New York City. Price, $2. 

8. Farm Management, by F. W. Card, published by Doubleday, Page 

& Co., New York City. Price, $2. 

9. Chapters in Elementary Agriculture, Nos. II, V, and VI, Extension 

Department. Kansas State Agricultural College, Manhattan, Kan. 
Free. 

10. Bulletin No. 160, Kansas State Experiment Station, Manhattan, Kan. 

Free. 

11. Bulletin No. 203, Bureau of Plant Industry, United States Depart- 

ment of Agriculture. Request bulletin from Superintendent of 
Documents, United States Department of Agriculture, Washington, 
D. C. Small charge. 

12. The following Farmers' Bulletins, United States Department of Ag- 

riculture: Nos. 35, 69, 101, 149, 157, 168, 244, 251, 266, 287, 339, 
420, 443, and 448. These bulletins will be sent free upon request tq 
the Secretary of Agriculture, Washington, D. C. 

13. A copy for each member of the class of the following Farmers' Bul- 

letins: Nos. 44, 123, 143, 154, 157, 187, 203, 218, 229, 255, and 260. 

14. "Corn," by Bowman and Crossley, published by Waterloo Printing 

Company, Waterloo, Iowa. Price, $2. 



Agriculture. 79 

suggestions to the teachers. 

1. Have a definite plan for every lesson. Know what you are going 
to do and decide in advance as to the material to be used. 

2. The laboratory and field work should accompany the study of the 
same subject in the text. 

3. The teacher must be prepared for the work in agriculture if he 
expects to succeed. While it is a live subject, one filled with great possi- 
bilities for arousing interest in the students, it is not a "snap" course for 
the teacher or for the students. The teacher should be as thoroughly pre- 
pared for the laboratory work in agriculture as he is for his laboratory 
work in chemistry or physics. 

4. Every student should keep a notebook in which is carefully re- 
corded the laboratory and field exercises. Insist upon accuracy, neatness 
and good English. The notebook should contain the date, the subject of 
every exercise, the material used, description of work done and illus- 
trative drawings of equipment used, etc. 

5. It will not be possible for the majority of the high schools of Kan- 
sas to have demonstration farms, but the skillful teacher will use the 
home farms and gardens of the students for demonstrative work. After 
the theoretical side has been carefully worked out in the classroom and 
laboratory the teacher should have every student use a plot of the home 
farm, garden, or vacant lot, to demonstrate some phase of the work which 
has been worked out during the year. The teacher should get the coop- 
eration of the parents in this demonstration work. Much interest will be 
added to the work by organizing corn clubs, stock-judging clubs, poultry 
clubs, etc., in connection with the high school, and then having exhibits 
and contests in the high-school building sometime during the fall or early 
winter. 

6. A complete list of Farmers' Bulletins should be obtained by the 
teacher for the school library. These may be procured free, from the 
United States Department of Agriculture, Washington, D. C. In addi- 
tion, all available state bulletins should be obtained from the Kansas Ex- 
periment Station, Manhattan, Kan. These publications will furnish ex- 
cellent material from which to assign lists of readings. 

7. The books and bulletins for reference should be taken from the 
library by the students only by permission from the teacher. If possible 
a separate case in the library should be provided for agricultural publi- 
cations. 

8. Subscribe for several of the best farm papers. Use these publica- 
tions for assigned readings when they treat upon subjects under dis- 
cussion. 

9. If at any time assistance is needed write the State Agricultural 
College, Manhattan, Kan. All the assistance possible will be furnished. 

Course of Study in Agriculture. 
A. — Introduction. 

I. — Definition of agriculture. 
II. — Divisions of agriculture. 

1. Crop growing. 

2. Live stock growing. 

3. Manufacture. 

III. — Forces controlling plant and animal growth. 

1. Heredity. 

2. Environment. 
Literature : 

1. "Elements of Agriculture," chapter I. 



80 High School Course of Study. 

B. — Soils. 
I. Plant Food. 

1. Elements required for plant growth. 

2. Sources of plant food. 

a. Air. 

b. Water. 

c. Soil. 

3. Amounts of different elements in plants. 

4. Elements likely to be deficient in soils. 

5. Functions of different elements. 

6. How the plant gets its food. 

a. From the soil. 

b. From the air. 

7. Manufacture of food material in the plant. 

8. Effect of time of harvesting on composition of the plant. 
Laboratory exercises: 

1. Percentage of water, dry matter and ash in plants. "A 

Unit in Agriculture," Ex. 46, p. 46. 

2. Osmosis. "A Unit in Agriculture," Ex. 21, p. 40. 

3. Root hairs. "Elements of Agriculture," Ex. 26, p. 73. 

4. Examination of plants for starch and protein. "Elements 

of Agriculture," Ex. 28, 29, p. 73. 

5. Plant food. "A Unit in Agriculture," Ex. 4.5, p. 4-5. 
Literature : 

1. "Elements of Agriculture," ch. IV. 
II. — Soil, its physical nature. 

1. Origin and formation of the soil. 

2. Composition. 

3. Classification of soils. 

4. Soil temperature. 

5. Soil water. 

6. Irrigation. 

7. Drainage. 

8. Soil air. 

9. Organic matter in the soil. 
10. Life in the soil. 

Laboratory exercises : 

6. Study of soil. "A Unit in Agriculture," Ex. 13, 14, 1.5, 

pp. 35, 36. 

7. Field lesson in soils. "A Unit in Agriculture," Ex. 16, 

p. 37. 

8. Soil texture. "A Unit in Agriculture," Ex. 17, p. 37. 

9. Temperature of soils. "A Unit in Agricultu];e," Ex. 18, 

p. 38. 

10. Water capacity of soil. "A Unit in Agriculture," Ex. 19, 

p. 39. 

11. Capillarity of soils. "A Unit in Agriculture," Ex. 20, 

p. 39. 

12. Effects of excluding air from soil. "A Unit in Agri- 

culture," Ex. 25, p. 41. 

13. Soil temperature. "A Unit in Agriculture," Ex. 26, p. 42. 

14. Soil drainage. "A Unit in Agriculture," Ex. 27, p. 42. 

15. Evaporation from the soil. "Elements of Agriculture," 

Ex. 42, p. 106. 

Literature : 

1. "Elements of Agriculture," ch. V, pp. 75-108. 

2. "The Soil," by F. H. King, chs. 1, 2, 5, 6, 8. 

3. Management of soils to conserve moisture. Farmers' Bul- 

letin No. 266. 



Agriculture. 81 

III.— Soil Fertility. 

1. Causes for decreased production of soils. 

2. Materials used as fertilizers. 

a. Nitrogen. (Fixation of nitrogen by legumes.) 

b. Phosphorus. 

c. Potash. 

d. Lime. 

e. Complete fertilizers. 

3. Barnyard manure. 

a. Value. (Factors influencing.) 

b. Amount produced by farm animals. 

c. Losses in manure. 

d. Application of manure. 

4. Green manuring. 

Laboratory exercises : 

16. Absorption of manure by soils and losses of manure. "Ele- 

ments of Agi'iculture," Ex. 49, 50, p. 151. 

17. Fertilizer trial (where land is available). "Elements of 

Agriculture," Ex. 52, p. 151. 
Literature : 

1. "Elements of Agriculture," ch. VI, pp. 109-153. 

2. "The First Principles of Soil Fertility," by Alfred Vivian. 

C. — Propagation of Plants. 

I. — Propagation by Seeds. 

1. Nature of seed. 

2. Importance of vigorous germination. 

a. Condition of germination. (Vitality of seed; mois- 

ture; heat; air.) 

b. Germination affected by: Maturity; age; kind; 

extremes of temperature; extremes of moisture. 

3. Seed analysis and valuation. 

4. Germination tests. 

5. Storage of seeds. 

II. — Propagation Other Than by Seeds. 

1. Spores. 

2. Creeping stems and rootstocks. 

3. Roots. 

4. Tubers. 

5. Cuttings. 

6. Grafting. 

7. Budding. 

8. Root grafting. 

9. Layering. 

Liaboratory exercises : 

18. Absorption of water by seeds. "A Unit in Agriculture," 

Ex. 28, p. 43. 

19. Effect of temperature upon seed germination. "A Unit of 

Agriculture," Ex. 29, p. 43. 

20. Effect of air upon seed germination in water. "A Unit in 

Agriculture," Ex. 30, p. 43. 

21. Effect of air upon seed germination in soil. "A Unit in 

Agriculture," Ex. 38, p. 45. 

22. Relation of light to growth. "A Unit in Agriculture," 

Ex. 39, p. 45. 

23. Relation of temperature to growth. "A Unit m Agricul- 

ture," Ex. 40, p. 45. 

24. Purity of "seeds. "A Unit in Agriculture," Ex. 31, p. 43. 

25. Making a propagation bed. "A Unit in Agriculture," 

Ex. 32, p. 44. 

-6 



82 High School Course of Study. 

I. — Propagation Other Than by Seeds — continued. 
Laboratory exercises: 

26. Cuttings. "A Unit in Agriculture," Ex. 33, p. 44. 

27. Grafting. (Demonstration by teacher.) "A Unit in Agri- 

culture," Ex. 34, p. 44. 

28. Practice in grafting. 

29. Budding. (Demonstration by teacher.) "A Unit in Agri- 

culture," Ex. 35, p. 44. 

30. Practice in budding. 
T ii1"f*T*fi.i'ii yp • 

1. "Elements of Agriculture," ch. 3, pp. 36-59. 

2. Farmers' Bulletin No. 157. 

D. — Farm Crops. 
L — Com. 

1. History and types. 

2. A study of the corn plant. 

3. A study of the corn kernel. 

4. Selection, care and preparation of the seed. 
5.* Testing seed for germination. 

6. Seed-bed, planting and cultivating. 

7. Varieties and distribution. 

a. Boone County White. 

b. Reid's Yellow Dent. 

c. Kansas Sunflower. 

d. Hildreth. 

e. Leaming. 

f. Pride of Saline. 

8. Methods of corn improvement. 

a. Ear-to-row breeding plot. 

9. Uses of corn. 

a. Feed for live stock. 

b. Human food. 

c. Commercial products. 
Laboratory exercises: 

31. A grain of corn. "A Unit in Agriculture," Ex. 1, p. 27. 

32. An ear of corn. "A Unit in Agriculture," Ex. 2, p. 27. 

33. The corn plant. "A Unit in Agriculture," Ex. 3, p. 28. 

34. Corn judging — single ear. "A Unit in Agriculture," Ex. 

4, p. 29. 

35. Corn judging — use of score card. "A Unit in Agriculture,' 

Ex. 5, p. 30. 

36. Corn judging — use of score card. "A Unit in Agriculture," 

Ex. 5, p. 30. 

37. Testing seed corn for germination. "A Unit in Agricul- 

ture," Ex, 6, p. 33. 

38. Depth to plant corn. "Elements of Agriculture," Ex. 54, 

p. 238. 

Literature : 

"Elements of Agriculture," ch. VII, pp. 154-178. 

"A Corn Primer," by E. G. Schafer, Agricultural Education^ 

vol. Ill, ch. V. Kansas State Agricultural College. 
"Cereals in America," by T. F. Hunt. 
"Corn," by Bowman and Crossley. 
II.— Wheat. 

1. Origin and importance. 

2. Seed-bed preparation and sowing. 

3. Selection of seed. 

4. Marketing. 

5. Wheat products and milling. 



Agriculture. 83 

II. — Wheat — continued. 

Laboratory exercises: 

39. Study of a grain of wheat. "A Unit in Agriculture," Ex 

7, p. 33. 

40. Study of a head of wheat. "A Unit in Agriculture," Ex 

8, p. 34. 

41. The wheat plant. "A Unit of Agriculture," Ex. 9, p. 34. 

42. A visit to a flour 'mill. "Elements of Agriculture," Ex. 55. 

p. 239. 
Literature : ♦ 

1. "Elements of Agriculture," ch. VII, pp. 178-181. 

2. "A Wheat Primer," by L. A. Fitz, "Agricultural Education," 

vol. Ill, ch. VI. Kansas State Agricultural College. 
HI. — Small Grain Cereals Other Than Wheat. 

1. Oats. 

2. Barley. 

3. Rye. 

4. Rice. 
Laboratory exercises: 

43. Study of a head of oats. "A Unit in Agriculture," Ex 

10, p. 34. 

44. Study of a head of barley. (Follow outline for study of a 

head of wheat.) 

45. Study of a head of rye. (Follow outline for study of a 

head of wheat.) 
Literature : 

1. "Elements of Agriculture," ch. VII, pp. 181, 182. 

2. Farmers' Bulletin No. 420. United States Department of 

Agriculture. 

3. Farmers' Bulletin No. 443. United States Department of 

Agriculture. 

4. "Cereals in America," by Thomas F. Hunt, chs. 18, 19, 20. 

21, 22, 23. 
IV. — Sorghums. 

1. History and distribution. 

2. Classification. 

a. Saccharine. (Amber; orange.) 

b. Non-saccharine. (1, Durra: Milo, Brown durra,, 

Jerusalem corn. 2, Kafir: Red, White, Black- 
hulled White. 3, Broom corn: Standard, dwarf. > 

3. Importance of sorghums. 
Laboratory exercises : 

46. A study of the sorghum head. 

47. A study of the sorghum plant. 
Literature : 

1. Farmers' Bulletin No. 448. United States Department of 
^ Agriculture. 

2. Bulletin No. 203, Bureau of Plant Industry, United States 

Department of Agriculture. 

3. "Cereals in America," by T. F. Hunt, ch. 24. 
V. — Perennial Grasses. 

1. Character of perennial grasses. 

2. Cultural methods. 

3. Grasses for hay. 

4. Grasses for pasture. 

5. Varieties of grasses. 

a. Timothy. 

b. Redtop. 

c. Meadow foxtail. 



84 High School Course of Study. 

V. — Perennial Grasses — continued. 
5. Varieties of grasses. 

d. Kentucky blue grass. 

e. Orchard grass. 

f. Meadow fescue. 

g. Brome grass. 

h. Bermuda grass. 
Laboratory exercises: 

48. A study of grasses. (Follow outline for study of legumes.) 

"A Unit of Agriculture," Ex. 11, p. 34. 

1. "Elements of Agriculture," ch. VII, pp. 170-188. 

2. "The Forage and Fiber Crops in Amei-ica," by T. F. Hunt. 

VI. — Legumes. 

1. Clo.vers. 

a. Red. 

b. Alsike. 

c. Crimson. 

d. Mammoth. 

e. Sweet. 

f. White. 

2. Alfalfa. 

a. Distribution. 

b. Culture and production. . 

3. Annual legumes. 

a. Cowpeas. 

b. Soy beans. 

c. Field peas. 
Laboratory exercises: 

49. Study of legumes. "A Unit in Agriculture," Ex. 11, p. 34. 

T -l-j-p-po'fviT'fl • 

1. "Elements of Agriculture," ch. VII, pp. 188-198. 

2. "The Forage and Fiber Crops in America," by T. F. Hunt. 

3. Farmers' Bulletin No. 339, United States Department of 

Agriculture. 

4. Bulletin No. 160, Kansas Experiment Station. 

VII. — Annual Forage Crops. 

1. Millet. 

2. Cereals. 

a. Corn. 

b. Wheat. 

c. Oats, etc. 

1. Farmers' Bulletins Nos. 69, 101 and 168. United States 
Department of Agriculture. 

VIII.— Roots and Tubers. 

1. Beets. 

2. Rape. 

3. Potatoes. 
Laboratory exercises: 

50. Study of the Irish potato. "A Unit in Agriculture," Ex. 

12, p. 35. 

Literature : 

1. "The Forage and Fiber Crops in America," by T. F. Hunt. 

2. Farmers' Bulletins Nos. 25, 149, 244, 251, United States 

Department of Agriculture. 



Agriculture. g5 

IX. — Fiber Crops. 

1. Cotton. 

a. Description and distribution. 

b. Types. 

c. Cultural methods. 

d. Harvesting and marketing. 

e. Manufacture and use. 

2. Flax. 

a. Cultural methods and use. 
Literature : 

1. "Elements of Agriculture," ch. VII, pp. 198-216. 

2. "The Forage and Fiber Crops of America," by T. F. Hunt, 

chs. 16-23. 

X.— The Wood Crop. 

1. Forests of the United States. 

2. Forests and climate. 

3. Conservative lumbering. 

4. The farm woodlot. 

5. Trees to plant. 
Laboratory exei'cises : 

51. Farm forestry. "A Unit in Agriculture," Ex. 69, p. 63. 
Literature : 

1. "Elements of Agriculture," ch. VII, pp. 216-227. 

XI. — Systems of Cropping. 

1. Choice of crops. 

2. Crop rotation. 

a. Advantages. 

b. Profits from. 

3. Crop rotation and crop failures. 

4. Examples of crop rotation. 
Laboratory exercises : 

52. Planning a cropping system. "Elements of Agriculture," 

Ex. 68, p. 280. 
Literature : 

1. "Elements of Agriculture," ch. IX, pp. 272-280. 

2. "First Principles of Soil Fertility," by Alfred Vivian, ch. X. 

E. — Orchard and Garden Crops. 
I. — Orchards. 

1. Locating the orchard. 

2. Preparing the land. 

3. Setting the trees. 

4. After management. 

a. Pruning. 

b. Spraying. 

c. Frost protection. 

d. Thinning, picking, storing and marketing. 

5. Varieties of fruit. 

a. Pome fruits. (Apple; pear; quince, etc.) 

b. Drupe or stone fruits. (Peach; plum — European, 

American, Japanese; cherry; apricot; grape.) 

c. Bush fruits. (Raspberry, blackberry, etc.) 
Laboratory exercises : 

53. How to plant a tree. "Elements of Agriculture," Ex. 60, 

p. 241. 
Literature : 

1. "Elements of Agriculture," ch. VII, pp. 227-234. 

2. "Popular Fruit Growing," by L. B. Green. 



86 High School Course of Study. 

II. — Gardens. 

1. Selection of garden spot. 

2. Tillage operations. 

3. Cold frames. 

4. Hotbeds. 

5. Vegetables to be grown. 

a. Early, hardy. (Asparagus, rhubarb, beets, cabtage, 

carrots, cauliflower, celery, lettuce, onions, pars- 
nips, early peas, radishes, potatoes.) 

b. Late, tender. (Beans, corn, cucumbers, egg plant, 

muskmelons, peas, peppers, summer squash, to- 
' ■ matoes.) 

Laboratory exercises : 

54. The home garden. "A Unit in Agriculture," Ex. 68, p. 63. 
Literature : 

1. "Elements of Agriculture," ch. VII, pp. 234-237. 

2. "Vegetable Gardening," by L. B. Green. 

F. — Enemies of Plants. 
I. — Weeds. 

1. Control. 
TI. — Bacterial Diseases. 

1. Character. 

2. Examples. 

3. Treatment. 
III. — Fungous Diseases. 

1. Character. 

2. Examples. 

3. Treatment. 
IV. — Parasitic Plants. 

1. Dodder. 
V. — Insects. 

1. Biting insects, as potato beetle. 

2. Sucking insects, as chinch bugs. 
VI. — Spraying to Control Insects and Diseases. 

1. Fungicide. 

2. Poisons for biting insects. 

3. Contact remedies for sucking insects. 
Laboratory exercises: 

55. Bacteria and molds. "A Unit in Agriculture," Ex. 47, 

p. 46. 

56. Preparation of Bordeaux mixture. "A Unit in Agricul- 
■ ture," Ex. 48, p. 47. 

57. Making an insect net. "A Unit in Agriculture," Ex. 49, 

p. 48. 

58. Making a killing bottle, insect box and spreading board. 

"A Unit in Agriculture," Ex. 50, 51, 52, pp. 48, 49. 

59. Killing and mounting insects. "A Unit in Agriculture," 

Ex. 53, p. 49. 
Literature : 

1. "Elements of Agriculture," ch. VIII, pp. 244-271. 

• J.- 







G. — Animal Husbandry. 


■Feeds. 






1. 


Composition of feeds. 




a. 


Water. 




b. 


Ash. 




c. 


Protein. 




d. 


Fat. . 




e. 


Crude fiber. 




f. 


Nitrogen-free extract. 



Agriculture. 87 

I. — Feeds — continued. 

2. Functions of the different food materials. 

3. Digestibility of feeds. 

4. Use of food. 

a. Maintenance. 

b. External work. 

c. Production. 

5. Comparison of concentrates and roughage. 

6. Balanced rations. 

7. Computing rations. 

8. Condimental foods. 
Laboratory exercises : 

60. Computing rations. "Elements of Agi-iculture," questions 

and problems, pp. 288-299. 
Literature : 

1. "Elements of Agriculture," ch. X, pp. 381-299. 

2. "Feeds and Feeding," by W. A. Henry. 
II.— The Horse. 

1. Origin and brief history. 

2. Types. 

a. Speed. 

b. Draft. 

3. Breeds of horses. 

4. Care of horses. 
Laboratory exercises : 

61. Judging the draft horse by score card. "A Unit in Agri- 

culture," Ex. 57, pp. 51, 52. 

62. Judging the light horse by score card. "A Unit in Agri- 

culture," Ex. 58, pp. 53, 59. 

Literature : 

1. "Elements of Agriculture," ch. XI, pp. 301-321. 

2. "Types and Breeds of Farm Animals," by C. S. Plumb, 

pp. 1-166. 

III.— Cattle. 

1. Origin and history. 

2. Types. 

a. Beef. 

3. Breeds. 

a. Beef— Shorthorn, Hereford, Aberdeen Angus, etc. 

b. Dairy — Jersey, Holstein, Friesian, Ayrshire, etc. 

c. Dual purpose — Shorthorn (milking strains), Devon, 

Red Polled. 

4. Cattle products. 

a. Milk. Composition; commercial forms; Babcock 

test. 

b. Dairy records. 

5. Diseases of cattle. 
Laboratory exercises: 

63. Study of the cuts of beef. "A Unit in Agriculture, 

Ex. 54, p. 49. 

64. Judging of beef cattle by score card. "A Unit m Agri- 

culture," Ex. 59, pp. 55, 56. 

65. Judging of dairy cattle by score card. "A Unit in Agri- 

culture," Ex. 60, pp. 57, 58. 

66. The Babcock test for butter fat in milk. "A Unit m 

Agriculture," Ex. 71, pp. 63, 64. "Elements of Agri- 
culture," Ex. 74, pp. 345-347. 

Literature : 

1. "Elements of Agriculture," ch. VII, pp. 325-350. 

2. "Types and Breeds of Farm Animals," by C. S. Plumb, pp. 

17.5-332. 



88 High School Course of Study. 

IV.— Sheep. 

.. 1- Types. 

a. Fine wooled — Merino, Rambouillet, Delaine, etc. 

b. Middle wooled — Southdown, Shropshire, Hampshire, 

etc. 

c. Long wooled — Cheviot, Cotswold, Leicester, etc. 
2. Cai'e of sheep. 

Laboratory exercises: 

67. Judging of sheep by score card. "A Unit in Agriculture," 

Ex. 61, pp. 59, 60. 
Literature : 

1. "Elements of Agriculture," ch. XIII, pp. 351-356. 

2. "Types and Breeds of Farm Animals," by C. S. Plumb, 

pp. 333-454. 

V. — Swine. 

1. History and distribution. 

2. Breeds. 

3. Care. 

4. Diseases. 
Laboratory exercises: 

68. Judging of swine by score card. "A Unit in Agriculture," 

Ex. 62, p. 61. 
Literature : 

1. "Elements of Agriculture," ch. XIV, pp. 357-361. 

2. "Types and Breeds of Farm Animals," by C. S. Plumb, 

pp. 467-554. 

VI. — Poultry — Chickens. 

1. Types and breeds. 

a. Meat breeds — Brahma, Cochin, Langshan. 

b. General purpose breeds^Plymouth Rock, Wyan- 

dotte, Rhode Island Red. 

c. Egg breeds — Leghorn, Minorca, Black Spanish. 

d. Ornamental breeds — Polish, Game, Bantam. 
,2. Care of poultry. 

a. Feeding. 

b. The incubator. 

c. Poultry houses. 
Laboratory exercises: 

69. Study of an egg. "A Unit in Agriculture," Ex. 55, pp. 

49, 50. "Elements of Agriculture," Ex. 79, pp. 368-371. 

70. Poultry houses. "A Unit in Agriculture," Ex. 56, p. 50. 
Literature: 

1. "Elements of Agriculture," ch. XV, pp. 362-371. 

2. Farmers' Bulletin No. 287, United States Department of 

Agriculture. 





H. — Farm 


Management, 


I. — The Choice of a Farm. 




1. 


Size of farm. 




2. 


Location. 




3. 
4. 


Topography. 
Soils. 




5. 


Environment. 




6. 

7, 


Improvements. 
Working capital. 





II. — Farm Records and Accounts. 
1. Methods. 



Agriculture. 89 

III. — The Farm House, or Dwelling. 

1. Location. 

2. Character. 

3. Arrangement, etc. 
IV. — Other Farm Buildings. 

1. Number. 

2. Location. 

3. Purpose, etc. 
V. — The Farm Community. 

1. Agricultural societies. 

a. Horticultural society. 

b. Grange. 

c. Farmers' institute. 

2. The country school. 

3. The country church. 
Laboratory exercises: 

71. Plan of farm. "A Unit in Agriculture," Ex. 63, p. 62. 

72. Plan of home. "A Unit in Agriculture," Ex. 64, p. 62. 

73. Plan of barn. "A Unit in Agriculture," Ex. 65, p. 62. 

74. A farm problem. "Elements of Agriculture," Ex. 84, 

p. 387. 
Literature: 

1. "Elements of Agriculture," chs. XVI, XVII, XVIII, pp 

372-399. 

2. "Farm Management," by F. W. Card. 

Agncultural Text and Reference Books. 

LIST OF PUBLISHERS. 

1. The Macmillan Company, Chicago. 

2. Girrn & Company, Chicago. 

3. Orange Judd Company, New York City. , • 

4. American Book Company, Chicago. 

5. University of Wisconsin, Madison, Wis. 

6. Century Publishing Co., New York City. 

7. Steiner Publishing Company, Toledo, Ohio. 

8. D. C. Heath & Co., Chicago. 

9. Webb Publishing Company, St. Paul, Minn. 

10. John Wiley & Sons, New York City. 

11. J. B. Lippincott Company, Philadelphia, Pa. 

12. Doubleday, Page & Company, New York City. 

13. Home Correspondence School, Springfield, Mass. 

14. H. W. Mumford, Urbana, 111. 

15. Sanders Publishing Company, Chicago, 111. 

16. D. Appleton Company, Chicago, 111. 

17. F. H. King, University avenue, Madison, Wis. 

18. Kenyon Publishing Company, Des Moines, Iowa. 

19. E. P. Dutton & Co., Chicago, 111. 

20. Row, Peterson & Co., 623 S. Wabash avenue, Chicago, 111. 

21. A. C. McClurg & Co., Chicago, 111. 

22. Charities Publication Committee, 105 East Twenty-second street. New York City. 

23. Howard R. Smith, Lincoln, Neb. 

SOILS AND CROPS. 
Figures following the titles refer to publishers given in preceding list. 
Author, Tiile, PuhlisTier, and Price. 
McDonald, "Dry Farming," 6. $1.20. 
Roberts, "Fertility of the Land," 1. $1.25. 
Burkett, "Soils," 3. $1.25. 
Voorhees, "Fertilizers," 1. $1.25. 
Hall, "The Soil," 19. $1.50. 
Snyder, "Soils and Fertilizers," 1. $1.25. 
King, "Irrigation and Drainage," 1. $1.50. 
Lvon and Fippin, "Principles of Soil Management," 1. $1.75. 
Elliott, "Practical Farm Drainage," 10. $1.50. 
Widtsoe, "Dry Farming," 1. $1.50. 



90 High School Course of Study. 

Fletcher, "Soils," 12. $2.00. 

Hall, "Book of Rothamsted Experiments," 19. $3.50. 

Hilgard, "Soils," 1. $4.0Q. 

Stevenson and Schaub, "Soil Physics Laboratory Guide," 3. 50 cents. 

McCall, "The Physical Properties of Soils," 3. 50 cents. 

King, "Physics of Agriculture," 17. $1.75. 

Spillman, "Farm Grasses in the United States," 3. $1.00. 

Shaw, "Soiling Crops and the Silo," 3. $1.50. 

Lyon and Montgomery, "Examining and Grading Grains," 2. 60 cents. 

Coburn, "Alfalfa," 3. $2.00. 

Wing, "Alfalfa in America," 15. $2.00. 

Mvrick, "Book of Corn," 3. $1.50. 

Dondlinger, "Book of Wheat," 3. $2.00. 

Frazer, "The Potato," 3. 75 cents. 

Weed, "Farm Friends and Farm Foes," §. 90 cents. 

Shamel, "Manual of Corn Judging," 3. 50 cents. 

Shoesmith, "Study of Corn," 3.. 50 cents. 

Shaw, "Clovers," 3. $1.00. 

Shaw, "Forage Crops Other Than Grasses," 3. $1.00. 

Shaw, "Grasses," 9. $1.50. 

Voorhees, "Forage Crops," 1. $1.50. 

Wilkinson, "Study of the Cotton Plant," W. 35 cents. 

Burkett, "Farm Crops," 3. $1.50. 

0RCH.4.RDING AND GARDENING. 

Goff, "Principles of Plant Culture," 5. $1.00. 

Bailey, "The Forcing Book," 1. $1.25. 

Waugh, "The American Apple Orchard," 3. $1.00. 

Duggar, "Fungous Diseases of Plants," 2. $2.00. 

Bailey, "Nursing Book," 1. $1.50. 

Bailey, "Garden Making," $1.00. 

Bailey, "Principles of Fruit Growing," 1. $1.50. 

Bailey, ^'Pruning Book," 1. $1.50. 

Greene, "Among School Gardens," 22. $1.25. 

Card, "Bush Fruits," 1. $1.50. 

Rawson, "Success in Market Gardening," 12. $1.10. 

Bailey, "Principles of Vegetable Gardening," 1. $1.25. 

Brunett, "The Vegetable Garden," 12. $1.50. 

Bailey, "Plant Breeding," 1. $1.25. 

Brunett, "The Flower Garden," 12. $1.50. 

Bailey, "Manual of Gardening," 1. $2.00. 

Lodeman, "Spraying of Plants," 1. $1.25. 

Stevens and Hall, "Diseases and Economic Plants," 1. $2.00. 

Conn, "Bacteria Yeasts and Molds in the Home," 2. 60 cents. 

Lipman, "Bacteria in Relation to Country Life," 1. $1.50. 

ANIMAL HUSBANDRY. 
Author, Title, Publisher, and Price. 
Roberts, "The Horse," 1. $1.25. 
Johnston, "The Horse Book," 15. $1.00. 
Mumford, "Beef Production," 14. $1.50. 
Shaw, "Management and Feeding of Cattle," 3. $2.00. 
Coburn, "Swine in America," 3. $2.50. 
Craig, "Diseases of Swine," 3. 75 cents. 
Wing, "Sheep Farming in America," 15. $1.00. 
Craig, "Judging Live Stock," 18. $1.50. 
Wilcox, "Farm Animals," 12. $2.00. 
Shaw, "Animal Breeding," 3. $1.50. 
Salmon, "Diseases of Poultry," 3. 50 cents. 
Robinson, "Poultry Craft," 3. $1.50. 
Valentine, "How to Keep Hens for Profit," 1. $1.50. 
Mayo, "Diseases of Animals," 1. $1.50. 



Agriculture. 91 

Davenport, "Domesticated Animals and Plants," 2. $1.25. 

Comstock, "How to Keep Bees," 12. $1.00. 

Comstock, "Insect Life," 16. $1.50. 

Smith, "Our In'sect Friends and Eenemies," 11. $1.50. 

Jordan, "Feeding of Animals," 1. $1.50. 

Shaw, "Feeding of Farm Animals," 3. $2.00. 

Wing, "Milk and Its Products," 1. $1.50. 

Greeley, "The Farm Dairy," 15. $1.00. 

Farrington and Woll, "Testing Milk and Its Products," 1. $1.00 

Lane, "The Business of Dairying," 3. $1.25. 

Smith, "Profitable Stock Feeding," 23. $1.50. 

FARM MANAGEMENT. 

Hunt, "How to Choose a Farm," 1. $1.75. 
Roberts, "Farmers' Business Handbook," 1. $1.25. 
Steiner, "How to Keep Farm Accounts," 7, $2.00. 
Roberts, "The Farmstead," 1. $1.50. 
King, "Ventilation," 17. 75 cents. 

Davidson and Chase, "Farm Machinery and Farm Motors," 3. $2.00. 
Warren and Livermore, "Laboratory Exercises in Farm Manage- 
ment," 1. 80 cents. 

MISCELLANEOUS. 

Brooks, "Agriculture," 3 volumes, 13. About $5.00. 

Burkett, Stevens and Hill, "Agriculture for Beginners," 2. 75 cents. 

Goodrich, "First Bbok of Farming," 12. $1.00. 

Jackson and Dougherty, "Agriculture Through the Laboratory and 

School Garden," 3. $1.50. 
McLeman, "Manual of Practical Farming," 1. $1.50. 
Wilkinson, "Practical Agriculture," 4. $1.00. 
Bailey, "Principles of Agriculture," 1. $1.25. 
Davis, "Rural School Agriculture," 3. $1.00. 
Duggar, "Agriculture for Southern Schools," 1. 75 cents. 
Hatch and Hazelwood, "Elementary Agriculture," 20. 60 cents. 
Goff and Mayne, "First Principles of Agriculture," 4. 80 cents. 
Massey, "Practical Farming," 21. $1.50. 
King, "The Physics of Agriculture," 17. $1.75. 

Bailey, "Cyclopedia of American Agriculture," 4 volumes, 1. $20.00. 
Hatch and Hazelwood, "Elementary Agriculture," 20. 50 cents. 
Bricker, "The Teaching of Agriculture in High Schools," 1. $1.00. 

RELIABLE DEALERS IN APPARATUS. 

Chemical apparatus and glassware : 

E. H. Sargent & Co., Chicago. 

Eimer & Amend, New York City. 

Bausch & Lomb Optical Co., Rochester, N. Y. . . 

Woldenberg & Schaar, 623 S. Wabash avenue, Chicago. 

Henry Heil Chemical Co., St. Louis. 
General physical and agricultural supplies: 

Central Scientific Co., Chicago. 

E. H. Stoelting Co., Chicago. 

Henry Heil Chemical Co., St. Louis. 

W. M. Welch Mfg. Co., Chicago. 

Knott Apparatus Co., Boston. 
Dairy laboratory supplies: 

A, H. Barber Co., Chicago. 

Creamery Cooperative Supply Co., Milwaukee, Wis. 

The Creamery Package Mfg. Co., Kansas City, Mo. 



92 High School Course of Study. 

ANCIENT HISTORY. 

Introduction. 
I. — Prehistoric period 

1. Origin of man. 

2. Stages of civilization and characteristics of each. 

3. Races. 

4. Languages. 

Eastern or Oriental Nations. 

I. — Nile valley — Egypt. 

1. The land and the people. 

a. Map drill. 

b. Leading physical features and their effect on the 

development of the history and civilization of the 
country. 

c. Inhabitants. 

2. Political history. 

a. The Old Empire. 

b. The Middle Empire. 

c. The Hyksos rule. 

d. The New Empire. 

e. Foreign rule. 

3. Civilization. 

a. Classes, occupations and mode of life. 

b. Religious beliefs. 

c. Art, science and literature. 

4. Contributions to world civilization. 

II. — Tigris and Euphrates valley — Babylonia, Assyria, and Chaldea. 

1. The land and the people. 

a. Map drill. 

b. Leading physical features and their effect on the 

history and civilization of the country. 

c. Inhabitants. 

2. Political history. 

a. Early Babylonian Empire: Age of the city-states; 

age of the empire. 

b. Assyrian Empire : History preceding her supremacy; 

First Empire; Second Empire. 

c. Later Babylonian Empire: Condition during As- 

syrian rule; during Babylonian supremacy; con- 
quest by Persia. 

3. Civilization. 

a. Classes, occupations and mode of life. 

b. Religious beliefs. 

c. Art, science and literature. 

d. Laws. 

4. Contributions to world civilization. 

III. — Middle or Syrian states — Hebrews and Phoenicians. 

1. Hebrews. 

a. The people. 

b. Political history: Period of the Patriarchs; period 

of the Judges ; period of the Kings ; period of the 
Division ; period of the Captivities. 

c. Civilization; religion and literature. 

d. Contributions to world civilization. 

2. Phoenicians. 

a. The land and the people: Influence of geography 
upon their history and civilization; origin and 
character of the inhabitants. 

e 



Ancient History. 93 

III. — Middle or Syrian states — Hebrews and Phoenicians — continued. 
2. Phoenicians. 

b. Political history: During the domination of Sidon 

and Tyre; during foreign rule. 

c. Commerce and colonization. 

d. Influence on world civilization. 

IV. — Persia. 

1. The land and the people. 

2. Political history. 

a. During Midian rule. 

b. During Persian independence : Building up the Per- 

sian Empire; organization of the Persian Empire. 

3. Civilization. 

a. Religion. 

b. Art and literature. 

4. Contributions to world civilization. 

V. — Summary. 

1. Manner and extent of the successive Oriental empires. 

2. General features of Oriental civilization. 

3. Comparison of the Nile and Euphrates civilization. 

4. Blending of these. 

5. Transmission to the West. 

In the study of the Oriental nations emphasis should be placed upon 
the characteristic civilization of the several countries and their influence 
upon world civilization rather than upon their political development. 

Supple77ientary reading. In place of requiring supplementary reading 
on this period, better results may be attained through informal talks by 
the teacher. In these, attention should be given to present-day archaeo- 
logical research in these countries, the religious beliefs, art, and literature. 

Maps. Early centers of civilization; Egyptian Empire at its greatest 
extent; Assyrian Empire at its greatest extent; Median and Latm 
Babylonian Empire; Persian Empire at its greatest extent. 

Notebook. Outlines, parallel chronological tables, notes on the talks 
of the teacher. 

Western or Classical Nations. 
I. — Greece. 

1. The land and the people. 

a. Map drill. 

b. Principal physical features and their mfluence on 

the history and civilization of the country. 

c. Political division. 

d. Inhabitants. 
2 PoTiods 

a Beginnings of the Greeks— the Epic or Heroic Age 
(to about 700 B.C.): Sources of mformation; 
divisions; chief events; institutions; religion; 
culture; summary— the inheritance of the his- 
toric Greeks. . , ,, 
In connection with this period some time should 
be spent on Greek mythology. 

b. Formation period (to 479 B.C.). 

1. History: Development of Greek institutions; 

governments; colonization; states — Sparta, 
Athens. Growth of national unity: In- 
fluence of religion; influence of literature; 
influence of the Grseco-Persian War. 

2. Culture: Art, literature, philosophy. 



94 High School Course of Study. 

I. — Greece — continued. 
2. Periods. 

c. Period of greatest intellectual and political activity 

— Athenian supremacy (479 to 431 B.C.). 
1. General characters of the period. Events. 
Conditions prevailing during the age of 
Pericles: Material strength; political de- 
velopment; intellectual advancement; ar- 
tistic development. 

d. Period of civil wars and decline of the city-state 

(431-338 B.C.). 

1. History: Peloponnesian War; Spartan su- 

premacy ; war between Sparta and Thebes ; 
Theban supremacy. 

2. Culture: Art, literature, philosophy. 

e. Hellenistic period — Macedonian supremacy to the 

subjugation by Rome (338-146 B.C.). 

1. History: Macedonia; Phillip and his achiev- 

ments; Alexander and his conquests; fate 
of Alexander's empire; history of each 
division; conquest by Rome. 

2. Culture: Art, literature, philosophy, science. 

Supplementary reading. A limited amount should be required of the 
pupils. Among the topics that may be suggested are: Greek mythology; 
The religious beliefs of the Greeks; Private life of the Greeks; Greek 
literature; Greek art; Life of Pericles; Life of Alexander. 

The following reference books will be found helpful for the foregoing 
subjects: Bulfinch, Age of Fable (Tilton, Boston); Gueber, Myths of 
Greece and Rome (American Book Co., Chicago) ; Seeman, The Mythology 
of Greece and Rome (Ward, London) ; Gulick, Life of the Ancient Greeks 
(Appleton, New York) ; Tucker, Life in Ancient Athens (Macmillan, 
New York) ; Hopkins, Outlines of Art History, vol. I (Educational Pub- 
lishing Co., Boston) ; Tarbell, History of Greek Art (Flood, Meadville, 
Pa.) ; Gardner, Greek Sculpture (Macmillan, New York) ; Abbott, Pericles 
(Putnam, New York) ; Grant, Pericles (Murray, Lincoln) ; Wheeler, 
Life of Alexander the Great (Putnam, New York) ; Dodge, Alexander 
(Houghton, Boston). 
' Extracts from the works of leading Greek writers: Plutarch (Mac- 
millan, New York) ; Fling, Source Book of Greek History (Heath, Boston). 

Maps. 1. Prepared in advance: Geographical map of Greece; Greek 
Colonies; Graeco-Persian wars; City of Athens; Delian and Dorian 
Leagues; Alexander's Empire; Divisions of Alexander's empire. 

2. Constructed in class: Individual outline desk maps. These may 
be prepared during the progress of the recitation to illustrate the lesson. 

Blackboard outline maps should also be made. 

Notebook. Outlines, comparisons, diagrams, and chronological tables; 
notes on talks given in class; reading notes. 

IL — Rome. 

1. The land and the people. 

a. Map drill. 

b. Principal physical features and their effect on the 

history and civilization of the country. 

c. Political divisions. 

d. Inhabitants. 

2. History. 

a. Making of Rome — Regal Rome (to about 500 B. c.) : 
Sources of information; legends concerning the 
period; probable events; institutions. 



Ancient History. 95 

II. — Rome — continued. 
2. History. 

b. Rome's Western Empire — The Early Republic 

(500 [?]-200 B.C.). 

1. Rome's defense against her neighbors: In- 

ternal affairs — the new government estab- 
lished; the struggle between the two 
classes. External affairs. 

2. Union of Italy under Rome: External affairs 

— conquest of Italy. Internal affairs. 
Sum up the political, military and social 
conditions in Rome. 

3. Rome's struggle with Carthage for the West- 

ern Mediterranean: Events— First Punic 
War; events between the First and Second 
Punic Wars; Second Punic War. 

c. Rome's Eastern Empire — the Latin Republic (200-30 

B. c). 

1. Period of Conquest: Wars — in the East; in 

the West. Effect of the wars — on the 
government; on the life and culture of the 
Romans. 

2. Period of Revolution — the change from the 

republic to the monarchy: Preliminary 
survey — conditions existing in the Roman 
world. First phase — times of the Gracchi ; 
Times of Marius and Sulla. Second phase 
— times of Pompey and Caesar; times of 
Anthony and Octavius. 

d. Rome's World Empire — Imperial Rome (31 B. c. to 

800 A. D.). 

1. Under the Principate: First Century (31 B. c. 

to 69 A. D.) — Julian emperors; emperors 
of the revolution year. Second Century — 
the. Golden Age of Imperialism (69-192 
, ■ A. D.) — Flavian emperors; Antonine em- 

perors. Third Century (192-284 A. d.) — 
Barrack emperors. 

After studying the principal events of 
these three centuries, sum them up as to 
(1) political development and administra- 
tion of the government; (2) boundaries 
and frontier defense; (3) economic and 
social conditions; (4) Christianity; (5j 
literature and art. 

2. Under Despotism (284-376 a. d.) : Fourth 

Century — reforms in government and tri- 
umph of Christianity; emperers; leading 
events. 

3. The Break-up — the transition period from 

ancient to medieval history: Barbarian 
invasion (376-476 a. d.)— the Germans; 
the leading invasions; the last Roman 
emperor in the West; causes of the de- 
cline of Rome. 

4. Establishment of the German kingdoms and 

the blending of the elements (476-800 A. D.) 

Supplementary reading. The following topics are suggested: Legends 
of Early Rome; Twelve Tables; Roman Constitution; Life of Hannibal- 
Life of Caesar; Life of Cicero; Private Life of the Romans; the City of 



98 High School Course of Study. 

Rome and the Roman Foi'um. Source reading may well be used to vitalize 
the work. 

The following reference books will be found helpful : 

Source accounts: Plutarch (Macmillan, New York) ; Botsford, Story 
of Rome as the Greeks and Romans Tell It (Macmillan, New York) ; 
Munro, Source Book (Heath, Boston) ; Fling, European History Studies 
(Ainsworth & Co., Chicago) ; Laing, Masterpieces of Latin Literature. 

Brief accounts: Textbooks by Goodspeed, West, Wolfson, Morey, 
Myers, Botsford, How and Leigh, Pelham. 

Larger accounts: Dodge, Hannibal (Houghton, Boston); Morris, 
Hannibal (Putnam, New York) ; .Fowler, Caesar (Putnam, New York); 
Fronde, Csesar (Scribner, New York) ; Forsythe, Cicero (Scribner, New- 
York) ; Davidson, Cicero (Putnam, New York) ; Abbott, Roman Political 
Institutions (Ginn, Boston) ; Johnston, Private Life of the Romans 
(Scott, Foresman & Co., Chicago) ; Preston and Dodge, Private Life of 
the Romans (Leach, Boston) ; Huelson, Roman Forum (Loescher, Rome) ; 
Mann, Pompeii, Its Life and Art (Macmillan, New York). 

Maps. Prepared in advance: Italy and Its Inhabitants; Conquest of 
Italy; Roman World after the First Punic War; Western Mediterranean 
at the Opening of the Second Punic War; Hannibal's March; Roman 
World after the Third Punic War; Imperial Rome; Roman World under 
Augustus, Cladius, and Trogan; Roman Empire under Constantine; the 
Division of the Roman Empire and the German Tribes; German Invasion. 

Constructed in class: Individual outline desk maps. These may be 
prepared during the progress of the recitation to illustrate the lesson. 
At times this work may be substituted for maps usually prepared at 
home. 

Blackboard outline maps. These, as occasion requires, are to be uti- 
lized by the pupils in the course of their oral recitations, to make clear 
the subject under discussion. Wall outline maps will be found to be of 
service, showing the growth of the Roman territory. As conquests are 
made they should be added by the pupils to the map. 

Notebooks. Outlines; diagrams; comparisons; summaries; progressive 
outlines on such subjects as the Roman army, the Roman senate, Roman 
-conquests; notes on' talks by the teacher, and reading notes. 



MEDIEVAL AND MODERN EUROPEAN HISTORY. 

Medieval History. 

I. — Transition period from ancient to medieval history — "Dark Ages" 
(396-800). 

1. The West. 

a. Blending of the elements: (a) Classical, (6) Ger- 

man, (c) Christian. Sum up the conditions as to 
each at the opening of the period. 

b. Circumstances under which this blending took place. 

Establishment of the Germanic kingdoms. His- 
tory of each to 768. 

c. The fusion. 

d. The church. 

2. The East. 

a. Eastern Empire. 

b. Eastern or (Jreek Church. 

3. The South. 

a. Mohammedan world. 

Supplementary reading. Source reading may be used here to vitalize 
the work on such subjects as the Germans, the Huns, the early monks, 
the Koran, etc. 



Medieval and Modern European History. 97 

References: Pennsylvania Translations and Reprints from the Orig- 
inal Sources of European History (University of Pennsylvania) ; Rob- 
inscn, Readings in European History, vol. I (Ginn, Boston) ; Jones, Civ- 
ilization in the Middle Ages (Ainsworth & Co., Chicago) ; Lane-Poole, 
the Speeches and Table Talk of the Prophet Mohammed (Macmillan, New 
York) ; Kingley, The Hermits (Alden, New York). 

Maps. The German Kingdoms; Empire of the East under Justinian; 
Saracen Empire. 

Notebook. Outlines, notes on talks and readings, and a digest of the 
changes in the West, the East and the South. 

II.— Medieval period. 
^ 1. Period of slow recovery. 

a. Reign of Charles the Great. 

1. Kingdom of the Franks at the accession of 

Charles. 

2. The wars of Charles. 

3. The empire of Charles. Imperial coronation 

at Rome and its importance. Methods of 
government and administration used. 

4. Encouragement of learning. 

b. New series of "Dark Ages." 

1. Break-up of the Carolingian Empire, and the 
formation of separate monarchies. New 
invasions : Norse — characteristics ; raids 
and settlements; effect on European his- 
tory. 

c. Movements of the Normans. 

1. Into Italy and' Sicily. 

2. Into England. 

d. Feudalism. 

1. Definition. 

2. Elements. 

3. Relation of lord and vassal. 

4. Feudal society. 

5. Chivalry. 

e. Empire and papacy to 1122. 

1. The medieval empire and the medieval church. 

2. Relation of one to the other. 

3. Struggle between, to 1122. 

2. Crusades. 

a. Comparison of the conditions existing in the East 

and in the West at the opening of the period. 

b. Causes for. 

c. Account 01 principal ones. 

d. Results of. 

3. Period of revival. 

a. Empire and papacy, 1122-1450. 

1. Ascendancy of the papacy. 

2. Decline of the temporal power of the papacy. 

b. Medieval society. 

1. Military classes. 

2. Monastic life. 

3. Peasant life. 

4. Medieval universities and learning. 

5. Commerce and the rise of the towns. 

c. Growth of the nations. History of the separate 

states to the close of the Middle Ages. 



-7 



98 High School Course of Study. 

Supplementary reading. Topics suggested for further investigations 
Charles the Great; Feudalism; Crusades; Life of the Nobles; Peasant 
Life; Monasteries; Universities; Town Life; Joan of Arc. 

If a separate course is not offered, special reading should be done in 
connection vs^ith English history. 

Reference books that may be utilized: 

Brief accounts: Robinson, History of Western Europe (Ginn, Bos- 
ton) ; Munro, History of the Middle Ages (Appleton, N. Y.) ; Thatcher, 
Europe in the Middle Ages (Scribner, N. Y.) ; West, Modern History 
(Allyn & Bacon, Boston and Chicago) ; Myers, The Middle Ages (Ginn, 
Boston) ; Harding, Essentials of Medieval and Modern History; Cheyney, 
A Short History of England (Ginn, Boston) ; Harding, The Story of 
England; Terry, A History of England (Scott, Foresman & Co.) ; Gardi- 
ner, Students' History of England (Longmans, London) ; Green, Short. 
History of the English People (American Book Co., Chicago). 

Longer accounts: Davis, Charlemagne (Putnam, N. Y.) ; Hodgkin, 
Charles the Great (Macmillan, N. Y.) ; Russell, The Story of Charle- 
magne-; Archer and Kingsford, The Crusades (Putnam, Boston) ; Cox, 
The Crusades (Longmans, N. Y.) ; Gray, The Children's Crusade 
(Houghton, Boston) ; Cheyney, Industrial and Social History of England 
(Macmillan, N. Y.) ; Compayre, Abelard and the Medieval Universities 
(Scribner, N. Y.) ; Cornish, Chivalry (Macmillan, N. Y.) ; Jessopp, Com- 
ing of the Friars (Putnam, Boston) ; LoMrell, Joan of Arc (Houghton, 
Boston) ; Oliphant, Jeanne d' Arc (Putnam, Boston). 

Source accounts: Pennsylvania Translations and Reprints from the 
Original Sources of European History (University of Pennsylvania) ; 
Robinson, Readings in European History, vol. I (Ginn, Boston) ; Jones^ 
Civilization in the Middle Ages (Ainsworth & Co., Chicago) ; Eginhard, 
Charlemagne (American Book Co.) ; Colby, Selections from the Sources 
of English History (Longmans, London). 

Reporting at regular intervals on current topics may be commenced in 
this term. 

Maps. Prepared in advance: Empire of Charles the Great; Treaty of 
Verdun; Norse Raids and Settlements; Treaty of Wedmore; The Cru- 
sades; Medieval Trade Routes; German Empire; England and France 
1154-1453; Spain 1300-1492; Italy at the Close of the Middle Ages; The 
Mongol Empire; The Empire of the Ottoman Turk; Europe 1492. 

Constructed in class: Individual outline desk maps. These may be 
prepared during the progress of the recitation to illustrate the lesson. At 
times this work may be substituted for maps usually prepared at home. 

Blackboard outline maps: These, as occasion requires, are to be 
utilized by the pupils in the course of their oral recitations to make clear 
the subject under discussion. Wall outline maps will be found to be of 
service for showing changes in the boundaries in the various European 
countries. 

Notebook. Outlines, diagrams, comparisons, digests, notes on lectures 
and reading. 

III. — Transition period from medieval to modern history — the Renais- 
sance. 

1. Development of the monarchial states. 

2. Beginning of the Renaissance in Italy. Revival of art and 

learning. 

3. Age of inventions and discoveries. 

4. Reforming movements of the fifteenth century. 

Maps. Early Voyages of Discovery and the Colonial Empires of the- 
Sixteenth Century. 

Notebooks. A summary of the learning and art of the Middle Ages 
and of the Renaissance period. Possibly pupils may gain a clearer idea 
of these subjects if the material is given to them in the form of informal 



Medieval and Modern European History. 99 

lectures by the teacher instead of the pupils being required to read it for 
themselves. 

Modern History. 

I. Era of the Reformation and Religious Wars (1517-1648). 
1. The Reformation. 

a. The Lutheran Reformation in Germany to 1526. 

b. Progress of the Reformation. 

1. In Germany: The Diets; war between Em- 

peror Charles V and the Protestant 
princess; the Peace of Augsburg. 

2. In Europe: Among the northern countries; 

various Protestant sects; among the south- 
ern countries. 
1 2. The Catholic reaction. 

3. Spain in the Sixteenth Century — ascendency and decline. 

a. Under Emperor Charles V. 

b. Under Philip II. 

c. Under Philip III. 

4. England in the Sixteenth Century — the Tudor Period. 

a. The New Monarchy. 

b. The Reformation. 

1. Reign of Henry VIII, first step. 

2. Reign of Edward VI, second step. 

3. Reign of Mary, Catholic reaction. 

4. Reign of Elizabeth, settlement of the matter. 

c. Foreign affairs. 

d. Colonial enterprises. 

e. Tudor England. 

1. Industrial and commercial progress. 

2. Social conditions. 

3. Literature and art. 

5. Revolt of the Netherlands. 

a. Cause. 

b. Progress of. 

c. Result. 

6. France in the Sixteenth Century. 

a. Attitude of the rulers toward the Reformation. 

b. Civil and religious wars. "^ 

c. Reign of Henry VI. 

1. Edict of Nantes. 

2. Domestic policy of Henry and Sully. 

3. Foreign policy of Henry. 

7. Thirty Years' War. 

a. Nature and significance of. 

b. Causes. 

c. Periods. 

_-«__ d. Peace of Westphalia. 

li. Era of the Political Revolution (1648 to present). 
1. Period of Absolutism (1648-1789.) 

a. Divine right theory of kingship. 

b, France and the Age of Louis XIV. 

1. Establishment of the absolute monarchy; 

reign of Louis XIII; Richelieu and the ab- 
solute monarchy — internal policy, foreign 
policy. 

2. Reign of Louis XIV : Character, ability, am- 

bition; his ideas of kingship and nature of 
his government; Louis XIV's wars; revo- 
cation of the Edict of Nantes; court life; 
literature and art; colonial policy; con- 
dition of Fi-ance at the close of the reign. 

3. Decline as seen in the reign of Louis XV. 



100 High School Course of Study. 

III. England during the Seventeenth Century- — the Stuarts. 

1. Reign of James I; beginning of the strife between the 

king and parliament. 

2. Reign of Charles I; culmination of the strife. 

3. The Great Rebellion: Result of the war; trial and ex- 

ecution of the King. 

4. Puritan rule. The commonwealth : Under the rump parlia- 

ment; under the protectorate. 

5. Restoration : Reign of Charles II ; reign of James II. 

6. Revolution of 1688. 

7. Reign of William and Mary. The triumph of the in- 

stitutional monarchy. 

IV. Formation and expansion of Russia. 

1. Russia before Peter the Great. 

2. Peter the Great. 

a. Threefold task. 

b. His achievements: Europeanizing of Russia; es- 

tablishment of an absolute n;onarchy; expansion 
of Russia. 

c. Importance to Russia. 

3. Catherine the Great. Further expansion of Russia. 
V. Rise and development of Prussia. 

1. History of Brandenburg and Prussia to their union in 1618. 

2. Prussia from 1618 to 1740. 

3. Frederick the Great: Training, ability, attitude toward 

his people; his wars; reforms in Prussia; importance 
of his work to Prussia. 
VI. Austria and Emperor Joseph II. 

1. The Revolution (1789-1815). 

a. French Revolution. 

1. Conditions in France on the eve of the 

Revolution. 

2. Louis XVI and attempts at reform. 

3. Progress of the Revolution : First period — 

constitutional monarchy — during the na- 
tional assembly; during the legislative as- 
sembly. Second period — republic — during 
the national convention; during the di- 
rectory. 

b. Napoleonic Era. 

1. Consulate. 

2. Empire: To the treaty of Tilsit; to the revolt 

of the nations; to the battle of Waterloo. 

3. Napoleon's place in history. 
VII. Period of readjustment (1815 to present). 

1. Congress of Vienna. 

2. Growth of nationality and democracy in — ■ 

a. France. 

b. England. 

c. Spain. 

d. Portugal. 

e. Italy. 

f. Germany 

g. Austria-Hungary, 
h. Russia. 

i. Balkan States. 

3. European colonial interests. 

4. Other tendencies of the Nineteenth Century. 

Supplementary reading: Source reading to vitalize the work should be 
continued. Since the biographical feature is strong throughout this 
period, pupils will enjoy reading on the lives of such persons as Luther, 



English History. 101 

Philip II, Mary Stuart, Elizabeth, Louis XIV, Oliver Cromwell, Peter 
the Great, Frederick the Great, Marie Antoinette, Napoleon, Gladstone. 
Bismarck. If a separate course in English history is not offered, reading 
should be done along this line. A definite time should be set aside at 
least once in two .weeks for the discussion of current events. 

References. Secondary accounts: Texts in medieval and modern his- 
tory, and in English history; Heroes of the Nations series, and other 
standard biographies. 

Source accounts: Pennsylvania Translations and Reprints from the 
Original Sources of European History (University of Pennsylvania) ; 
Robinson, Readings in European History, vol. II (Ginn, Boston) ; Colby. 
Selections from the Sources of English History (Longmans, London). 

Maps. Prepared in advance: Empire of Charles V; Europe after the 
Treaty of Westphalia; Europe after the Treaty of Utrecht; Expansion 
of Russia; Development of Prussia; France at the Opening of the French 
Revolution; Empire of Napoleon; Congress of Vienna; Unification of 
Italy; Unification of Germany; Balkan States; Present Europe; Colonial 
Empires of the Nineteenth Century. 

Constructed in class: Outline desk maps and outline blackboard maps 
may be used according to foregoing suggestions. The wall outline maps 
could be utilized to show the territorial growth of Russia, of Prussia, of 
Napoleon's empire, etc. 

Notebooks. Outlines, diagrams, comparisons, parallel chronological 
tables, notes on lectures and reading. 



ENGLISH HISTORY. 

SUGGESTIONS TO TEACHERS FOR USING THE OUTLINE ON ENGLISH HISTORY. 

In the preparation of the following outHne on English history, only 
the salient points in the development of England have been considered. 
No attempt has been made to draw up an extensive outline, for the 
reason that one of such character would confuse rather than assist the 
average high-school student. 

In using this outline instructors will find occasions for amplifying and 
extending it. This is as it should be, for each teacher should have oppor- 
tunity to present the subject in the manner which, in his judgment, may 
seem the best. Some will prefer to lay special emphasis on one particu- 
lar phase of English history, while another will desire to give more atten- 
tion to a different period. Furthermore, teachers who by reason of press 
of time find themselves obhged to give but a brief course in English his- 
tory will, it is hoped, find this outline suited to their respective needs as 
well. 

In the presentment of this subject it is believed that additional inter- 
est will be aroused if the instructors will impress on the minds of their 
students the fact that a knowledge of English history is absolutely neces- 
sary to a thorough and complete understanxling of their own country's 
history. A satisfactory knowledge of American colonial history is im- 
possible unless one keeps in mind the English b.ackground. In like man- 
ner, the American revolutionary controversy becomes more intelligible 
when students recognize that the Americans in that struggle stood for 
the same principles that Hampden, Cromwell and others defended in the 
English civil war of the seventeenth century. 

Map work should be especially emphasized. Let the student see by the 
aid of maps how the Anglo-Saxon kingdoms expanded little by little into 
the modern British Empire, which has been such an important factor m 
the progress of civilization. As to what particular maps should be as- 
signed for class work, the instructor's judgment may be rehed on to de- 
termine the suitable ones. 



102 High School Course of Study. 

It is also suggested that readings from books or sources other than the 
text be assigned from time to time. The student should be required to 
present to the class the result of his investigation so all may profit by it. 
The value of reading outside the text lies in the fact that a view different 
from that of the text is obtained. This enables the student to consider 
the subject from several angles and gives him that which is absolutely 
necessary to an understanding of all history — a view point. 

If by the use of this outline along the lines suggested above English 
history is m.ade more interesting and vital, the object of its preparation 
will have been realized. 

TEXTS. 

The following texts will be found of value in the study of English his- 
tory: Lecky, The American Revolution, Woodburn ed. (D. Appleton & 
Co.) ; Coman and Kindall, History of England (Macmillan Co.) ; Cheyney, 
History of England (Ginn & Co.) ; Terry, History of England (Scott, 
Foresman & Co.) ; Green, A Short History of the English People 
(American Book Co.) ; Hallam, Constitutional History of England (Ameri- 
can Book Co.) ; Lecl^y, History of England in the Eighteenth Century; 
Cheyney, Industrial and Social History of England (Macmillan Co.) 

Outline of English History. 

I. Ancient Britain (before 55 B.C.). 

1. Ages: Paleolithic; Neolithic; Bronze. 

2. People. 

3. Religion. 

II. Period of conquest (43-1066 A. D.) . 

1. Conquest by the Romans, 43-410 A. D. 

a. Military rule. 

b. Effect of Roman occupation. 

2. Conquest by Anglo-Saxons, begun 449. 

a. The "Heptarchy." 

b. Celts against Teutons. 

c. Christianity introduced, 597. 

d. Overlordship of Wesser. Consolidation. 

3. Conquest by Danes, begun near the close of the eighth cen- 

tury. 

a. Alfred the Great and the Danish struggle. 

b. Progress of the Danish conquest. 

c. Success of the Danes. Canute. 

d. Restoration of the Saxon line: Edward the Con- 

fessor, 1042. 

e. End of Saxon Hne: Death of Edward the Confessor, 

1066. 

4. Norman conquest, 1066: Double invasion of England — at 

the north, Norway; at the south, Normandy. 

III. Government of England before 1066. 

1. National: King; Witan. 

2. Local: Shires; hundreds; townships. 

IV. England under the Norman kings (1066-1154). 

1. The feudal system as introduced by William: Contrast 

with Saxon feudalism. 

2. Government of England under the Norman kings. 

3. The Church of England during the Norman regime. 

4. Sovereigns of the Norman line. 



English History. 103 

V. England under the Plantagenets (1154-1485). From 1399 to 1485 
the kings came from the Yorkist and Lancastrian branches of 
the Plantagenet family. 

1. Judicial reforms. 

2. The church and the Plantagenets. 

3. Magna Charta, 1215. 

4. Rise of the commons. 

5. The beginning of the English parliament. 

6. Expansion of England. 

a. Conquest of Wales. 

b. Struggle with Scotland: Result. 

7. The Hundred Years' War, 1337-1453. 

a. Causes. 

b. Events. 

c. Results. 

8. Social and economic changes. 

a. Decline of serfdom; cause. 

b. Decline of feudalism. 

9. Development of the English parliament. 

10. Beginnings of English literature. 

11. Wars of the Roses, 1455-1485. 

a. Destruction of feudal nobility. 

b. Downfall of feudalism as a political force. 

VL The Tudor dynasty (1485-1603). 

1. Character of the new monarchy. 

2. Decline of parliament; why? 

3. The Protestant Reformation in England. 

4. The Renaissance. 

5. England and Spain. "The Invincible Armada." 
6. Greatness of England at end of Tudor dynasty. 

VII. The rule of the Stuarts (1603-1715). 

1. Absolutism in church and state under James I. and 

Charles I. 

2. The struggle between parliament and the Stuarts. 

3. Overthrow of "arbitrary" government and establishment 

of "parliamentai-y" government. 

a. The Puritan revolution, 1642-1649. 

b. The "Glorians" revolution, 1688. 

c. The "Bill of Rights," 1689. 

4. Establishment of the English colonial empire. 

5. Beginning of the second "Hundred Years' War," 1689-1815. 

6. Consolidation of kingdoms of England and Scotland into 

the kingdom of Great Britain, 1707. 

7. Beginnings of political parties. 

a. Whigs. 

b. Tories. 

VIIL England under the Hanoverians (1715 to the present). 

1. Development of the British "cabinet" and party govern- 

ment. Importance of the prime minister. 

2. Duel between England and France for colonial empire. 

3. The American Revolution: Causes; results. 

4. England and the wars of the French Revolution and the 

Napoleonic Era. 



104 High School Course of Study. 

VIII. England under the Hanoverians (1715 to the present) — continued. 

5. The industrial revolution. 

a. The change in manufacture. 

1. Effects on the laborers. 

2. Growth of cities. 

3. Rise of capitalism and unionism. 

b. The agrarian revolution: Causes; results. 

6. Political reforms. 

a. The reform bills, 1832, 1867, 1884. 

1. Extension of the franchise. 

2. Democratic England. 

3. The constitution now: Position of crown, 

cabinet, house of lords, and house of com- 
mons. 

b. Reform of the local government. 

7. The life of the people; condition of laboring classes in cities 

and country. 

8. Religion and philanthropy. 

a. Religious conditions: The Wesley movement. 

b. Social reforms: Prison; slavery. 

9. England and the Eastern question. 

a. The Near East: Turkey and Persia. 

b. The Far East: Eastern Asia. 

10. Ireland under the Hanoverians. 

a. Catholic emancipation. 

b. Economic reform. 

c. Agitation for home rule. 

11. The colonies. 

a. The English in Australia, Africa, and the Western 

Hemisphere. 

b. Progress of the idea of a federated British empire. 



AMERICAN HISTORY. 

In the successful teaching of history the two most essential requisites 
on the part of the teacher are the ability to arouse the interest of the 
pupils and the faculty of leading them to see relations. And the follow- 
ing course of study, since it is intended primarily for the use of teachers, 
has been prepared with this thought in mind rather than with the view 
of including all topics that will necessarily be touched upon in a year's 
work in the subject. In other words, the outline is intended to be such a 
one as shall carry with it some thought of proper methods of teaching as 
well as serve as a guide for systematic study. 

Beginning not later than the third grade, pupils should be introduced 
to the unconscious study of history through the medium of story and 
biography. This work should be continued through the fourth and fifth 
grades. It should be a regular part of the school curriculum and should 
be given not less than twice a week. This may be done in connection with 
the language work or, when opportunity offers, in connection with the 
reading lesson ; but it should be given. It should constantly introduce new 
historic facts and incidents which by their nature and by the form in 
which they are presented will entertain and consequently interest the 
children. These stories are much better told than read, but occasionally 
may be read. They should invariably be reproduced either orally or in 
writing by the pupils, and the pupils should be encouraged to find out 
for themselves additional facts or similar incidents to relate. 

AJl this necessarily presupposes the ability on the part of the teacher 
to tell stories. And no teacher is properly equipped to teach young chll- 



American History. 105 

dren until this ability has been developed. An excellent manual for this 
purpose is Bryant's Hbw to Tell Stories to Children, published at one 
dollar by Houghton, Mifflin & Co., Chicago. 

As sources of suitable material for the stories themselves the following 
are suggested: 

List price. 
First Book of American History, Eggleston. American Boolt Co., Ctiicago, 60 cents. 
Stories of American Life and Adventure, Eggleston. Am. Book Co., Chicago, 50 " 
Great Americans for Little Americans, Eggleston. Am. Book Co., Chicago, 40 " 
Pioneer History Stories, McMurry. Macmillan Co., Chicago, .3 vols., each, 40 " 

American Pioneers, Mowry. Silver, Burdett & Co., Chicago 65 " 

American Leaders and Heroes, Gordy. Charles Scribner's Sons, Chicago. . 65 " 

After the completion of the story and reproduction work in the fifth 
grade some interesting and well-connected narrative primary history, 
such as McMaster's, should be taken up in the sixth grade. If the book 
selected be itself well written and be supplemented by additional oral 
matter the pupils should by the end of the year have acquired sufficient 
interest in, and insight into, their country's history satisfactorily to take 
up the formal study of the subject. But without such a foundation they 
will be utterly unprepared to do so. 

For the satisfactory completion of the outline the following is sub- 
mitted as the minimum list of reference books which should be available 
for the use of the pupils: 

Pedagogical Reference Books. 

List price. 
Report of Committee of Seven on History. The Macmillan Company, Chicago, $0 50 
The Teaching of History and Civics, Bourne. Longmans, Green & Co., Chicago, 1 50 

Historical Reference Books. , . , >„„ 

Student's History of United States, Channing. Macmillan Companj% Chicago, $1 40 

Epochs of American History. Longmans, Green & Co., Chicago, .3 vols., each, 1 25 

Discovery of America, Fisk'e. Houghton. Mifflin & Co., Chicago, 2 vols., each, 2 00 

American Revolution, Fiske. Houghton, Mifflin & Co.. Chicago, 2 vols., each, 2 00 

The Critical Period. Fiske. Houghton, Mifflin & Co., Chicago, 1 vol 2 00 

Civil Government, Fiske. Houghton, Mifflin & Co., Chicago, 1 vol 1 00 

The Struggle for a Continent, Parkman. Little, Brown & Co., Boston 1 50 

History of the Presidency, Stanwood. Houghton, Mifflin & Co., Chicago.... 2 50 

Bird's-eye View of Our Civil War, Dodge. Houghton, Mifflin & Co., Chicago.. 1 00 

American Politics, Johnson. Henry Holt & Co., New York 80 

American History Series. Charles Scribner's Sons, Chicago, 7 vols., each.... 1 00 
Documentary Source-book of American History, Macdonald. Macmillan Com- 
pany, Chicago 2 00 

Additional Reference Books. 

Wherever it can possibly be done the following additional titles should also be 
procured : List price. 

The Beginners of a Nation, Eggleston. D. Appleton & Co., Chicago $1 50 

The American Revolution, Lecky (English view). D. Appleton & Co., Chicago, 1 00 
Expansion of the American People, Sparks. Scott, Foresnian & Co.. Chicago, 2 00 
Twenty Years of Congress, Blaine. Published by subscription, but may be 

gotten second-hand through dealers. 
History of the United States, Schouler. Dodd, Mead & Co., N. Y., 6 vols., ea., 2 a5 
The United States in Our Own Time, Andrews. Charles Scribner's Sons, 

Chicago 5 00 

American History as Told by Contemporaries, Hart. Macmillan Company, 

Chicago, 4 vols., each 1 75 

How to Study and Teach History, Hinsdale. D. Appleton & Co., Chicago.... 1 50 
Guide to the Study of American History, Channing and Hart. Ginn & Co., 

Chicago 2 00 

No. 17 Crane Classics, Blackmar. Crane & Co., Topeka (cloth) 25 

The Teaching of American History, McLaughlin. D. Appleton & Co., Chicago, Free. 

Note. — By submitting the entire list to several extensive dealers for quotations 
and stating that the books are for school library purposes a material reduction 
from the above prices may be obtained. 



106 High School Course of Study. 

Outline of American History. 

The topics here outlined should be thoroughly discussed in class, differ- 
ent authorities should be consulted on methods of teaching history, and 
the conclusions drawn should be keept constantly in mind. 

1. Historical study. 

A, What it is — a study of the highest form of life activity. 

B. Why pursued in the schools. 

1. Information. 

2. Inspiration. 

3. Appreciation of duties and responsibilities. 

4. Awaken interest in historical reading and activities of men. 

5. Develop ability to judge and reason. 

6. Direct the development of the imagination. 

7. Gain knowledge of books and skill in handling them. 

8. Develop the ability to classify facts. 

9. Develop scientific habit of mind. 

10. Make the world better by avoiding repetition of the mis- 
takes of the past. 

2. Methods of historical study. 

A. In primary grades. 

1. Subject matter. 

a. Character of. 

b. How obtained. 

c. How presented. 

d. How used by pupils. 

2. What should be accomplished in — 

a. Biography. 

b. Anniversary celebrations. 

c. Current history. 

d. Historical reading and interest. 

B. In intermediate grades. 

1. Subject matter. 

a. Character of. 

b. How used. 

c. How correlated. 

d. Kinds that should not be used. 

2. Results to be secured in — 

a. Information. 

b. Reading habits. 

c. Character of reading matter. 

d. Formation of ideals. 

e. Training for citizenship. 

■f. Attitude toward fellow pupils, the school, and the 
» public. 

C. In grammar grades. 

1. The teacher. 

a. Preparation. 

b. Historical library. 

c. His interest in present-day activities of the world at 

large. 

2. Subject matter. 

a. Textbook. ' 

b. Outline books. 

, c. Supplementary books. 

d. Collateral reading. 

e. Source books. 

f. Secondary works. (Instructor should distinguish 

clearly between source books and secondary works, 
and point out examples of each in school library.) 



American History. I07 

2. Methods of historical study — continued. 
C. In grammar grades. 

2. Subject matter. 

g. Outline maps. (The Foster maps, by the Historical 
Publishing Company, Topeka, and the Ivanhoe maps, 
by Atkinson, Mentzer & Grover, Chicago, approved 
by State Textbook Commission.) 

3. Manner of handling the subject. 

a. Uses to be made of — 

1. Written work. 

2. Special reports in class. 

3. Theme work on special topics for investigation. 

4. Progressive map work. 

5. Notebooks. 

b. Relative advantages or disadvantages of outlines. 

(Hall's Outlines, A. Flanagan & Co., Chicago, 
30 cents, postpaid; approved by State Textbook 
Commission.) 

1. Made entirely by the student. 

2. Made to direct the student but to be completed by 

him. "Learning by doing." 

3. Fully prepared. 

c. Teacher and class. 

1. Nature of questions asked. 

2. Discussion of motives of characters studied. 

3. Use of hypothetical questions in training to judge 

results, such as: Would the Mississippi valley 
have been settled as soon had the early explorers 
and settlers come to. the Pacific instead of to the 
Atlantic coast of America? with reasons for an- 
swer. 

4. Suitable texts, supplementary books, and reference 

works, for properly teaching United States his- 
tory. 

DISCOVERY AND EXPLORATION. 

1. Relation between geography and history. (See Channing's Student's 

History of United States, or for still fuller treatment Brig- 
ham's Geographic Influences in American History, $1.25, Ginn 
& Co., Chicago.) 

A. Temperature. 

B. Rainfall. 

C. Land configuration. 

D. Navigable rivers. 

E. Scientific discoveries and inventions. 

2. The aborigines. (For this and discovery and naming of America, see 

especially Fiske's Discovery of America.) 

A. Origin. 

B. Relation to Mound Biylders. 

C. Appearance, character, and manner of life. 

D. Number in 1492 and now. 

E. Name and location of chief tribes. 

3. Pre-Columbian discoveries of America. 

A. The Northmen. 

1. When, where, and why. 

2. Proofs of their discovery. 

3. Importance. 

B. Other nations making claims. 

1. Evidence. 

2. Importance. 



108 High School Course of Study. 

4. The discovery of America by Columbus. 

A. Causes. 

1. Scientific — The Toscanelli letter and map. (This and fol- 

lowing subtopics are intended as merely suggestive and 
not exhaustive.) 

2. Literary — the revival of learning. 

3. Commercial — the fall of Constantinople. 

4. Religious. 

5. Miscellaneous. 

B. Christopher Columbus. 

1. Life and character. 

2. Voyages. 

a. Number, purposes and result of each. 

b. General results. 

5. The naming of America. 

(Show connection of following: Line of demarcation, Vasco de 
Gama, Cabral, Americus Vespucius, and Waldseemuller.) 
A. Was the naming the result of deception and fraud, or was it 
the logical outcome of events? 

6. Discoveries and explorations of Spanish, English, French, Portu- 

guese, and Dutch. Give in regard to each — 

A. Time. 

B. Place. 

C. By whom. 

D. Conflicting claims to territory as a result. 

7. Early attempts at settlement, 

A. Where made. 

B. By whom. 

C. Why. (Compare those of dilferent countries. Show the effect 

upon Spanish colonization, and upon Spain herself, of the 
easily gotten wealth she found in the new world.) 

8. Effect of defeat of "Spanish Armada" upon settlement and later 

history of America. 

9. Treatment of the Indians. 

A. By the Spanish. 

B. By the English. 

C. By the French. 

D. By the Dutch. 

E. Results. 

PERMANENT -ENGLISH COLONIZATION. 

1. Study each of the thirteen colonies by the following outline: 

A. Name of colony. 

B. Place settled. 

C. Date of settlement. 

D. Classes of colonists and leading persons. 

E. Object of settlement. 

F. Forms of government, local and in relation to the mother 

country. 

G. Religion. 
H. Education. 

I. Important events in history of the colony. 

2. Adaptability of colonists and country to each other in each of the 

thirteen colonies. (Have pupils notice wherein location influ- 
ences development, as study progresses.) 



American History. I09 

3. Some topics worthy of special study in connection with early colonial 
history. 

A. Boundary questions. (See Channing's Student's History, 

Thwaites' The Colonies, in Epochs of America History ) 

1. Virginia by charters of 1606, 1609, and 1612. 

2. Pennsylvania — Mason and Dixon line, extended how far 

west? 

3. Connecticut. 

4. Southern boundary of Maryland. 

B. Forms of local government. (See Fiske's Civil Government, 

and Sloan's French War and the Revolution, chap. II, in 
American History series.) 

1. The country as a unit. 

a. Where found. 

b. Why. 

c. Effect on later local and national government. 

2. The town as the unit. 

a. Where found. 

b. Why. 

c. Effect on later local and national government. 

C. Religious affairs. (See Sloan's French War and the Revolu- 

tion, chap. II.) 

1. How regarded in each colony. 

2. Troubles: 

a. With Roger Williams. 

b. With Anne Hutchinson. 

c. Salem witchcraft. 

d. In Maryland — toleration act of 1649, and later troubles. 

e. Gradual growth of toleration. 

D. Notable failures and their causes. 

1. Communism. 

2. Locke's "Grand Model." 

3. Oglethorpe's philanthropy. 

E. Introduction of slavery and representative government in Vir- 

ginia, 1619. 

F. "Fundamental Orders of Connecticut," 1639, the first real con- 

stitution in America. 
1. What provision of our present constitution comes from 
this Connecticut constitution of 1639? 

G. United Colonies of New England, 1643 — beginning of the prin- 

ciple of federation. (Every step in the development of 
this principle should be traced as study progresses.) 
H. Indentured servants — "the poor whites." 

THE STRUGGLE FOR A CONTINENT. 

The instructor should show, and have the pupils verify so far as pos- 
sible, that the first three intercolonial wars had their origin in European 
conditions — in the struggle of England and France for world supremacy 
— while the French and Indian War began in America over American 
conditions, though European considerations later became involved. The 
Medieval and Modern History of West, Myers, or any other good au- 
thority, will give the necessary facts. 

1. Intercolonial wars previous to French and Indian War. 

A. Cause of each. 

B. Results in Europe as well as in America. 

2. The French and Indian War. 

A. Causes — remote and immediate — in Europe and America. 

B. Events leading to the war: 

1. On part of English. 

2. On part of French. 



110 High School Course of Study. 

2. The French and Indian War — continued. 

C. The three most important strategic points (why?) and their 

capture — Fort Duquesne, Louisburg, and Quebec. 

D. Minor events. 

E. Results: For England, France, Spain, and the colonies. (A 

"turning point in the world's history." Why?) 

F. The proclamation line of 1763 — purpose and result. (See 

Foster's History of the United States.) 

G. Conditions in the Colonies, 1760-1770. (See Foster, Sloan, 

and Alice Morse Earle's Home Life in Colonial Days,, 
popular edition, 50 cents, Macmillan Company, Chicago.) 

1. Population — its distribution; composite character. 

2. Social life. 

3. Occupations. 

4. Education. 

5. Books and literature. 

6. Political life. 

THE REVOLUTION. 

1. Colonial policy of England. (In studying this topic the general 

European view of colonies should be investigated, the attitude 
of England toward her colonies should be compared with that 
of other countries, and — as always in the study of history — 
the spirit and conditions of the time should be considered.) 

A. Before 1760. 

B. After 1760, with reasons for change. 

2. Navigation laws, and acts of trade. 

A. Purpose of earlier acts. 

B. Purpose of later acts. 

C. Difficulties of enforcing. 

D. Writs of assistance. (Compare with search warrants as au- 
thorized by our present constitution.) 

E. Ideas of colonists as to legality of writs — actual legality. 

F. Ideas of colonists as to legality of navigation acts — actual 

legality. 

3. Ideas of representation and extent of right of suffrage. (See Mc- 

Laughlin's History of the American Nation, and Channing, 
and investigate the question of parliamentary reform in Eng- 
land. For the latter purpose any good English history will 
serve.) 

A. British. 

B. Colonial. 

4. New attempts at colonial taxation. 

A. Stamp act — reasons for; provisions; kinds of tax. 
1. Results— stamp-act congress — repeal. 

B. Declaratory act. 

C. Townshend acts (emphasize all of them) ; kind of tax; purpose- 

for which to be used; changing attitude of colonists, and 
why. 

D. Nonimportation agreement. 

E. Boston massacre. 

F. Committees of correspondence. 

G. Boston tea party; changed attitude of colonists regarding tax- 

ation. 
H. The five intolerable acts — name, provisions, and purpose of 
each. 

5. Other causes of the Revolution. 

A. "The Parson's Cause" — Patrick Henry and his speeches. 

B. The Gaspee affair. 



American History. Ill 

5. Other causes of the Revolution — continued. 

C. George Ill's desire to increase the power of the king at home 
— to "be king," as his mother advised. 

6. First continental congress — composition; purpose; authority; acts. 

A. Results. 

7. Second continental congress. 

A. Reason for. 

B. Authority for or legality of. 

C. How long in existence. 

D. Most important acts. 

E. Did it always prove efficient? with reason for answer. 

8. Declaration of Independence. 

9. Military events of the war. (After considering the preliminary 

battles fought before the declaration of independence, a very 
satisfactory method of studying the Revolution is by consider- 
ing it from the three purposes of the British : first, the separa- 
tion of New England from the rest of the colonies; second, the 
capture of the capital ; third, "fraying" the colonies out on the 
edges. And in doing this the movements of Washington may 
be followed consecutively to the close of the war, and move- 
ments not directly connected with these may be considered in 
their bearing upon them. Fiske's American Revolution is 
both valuable and very interesting for this period.) 

A. Movements of Washington. 

B. Burgoyne's campaign — results in England,' France and America. 

C. Foreign aid. 

D. The war in the South, and surrender of Yorktown. 

E. The navy in the war. (See Channing for general view.) 

F. Finances. 

G. Other topics worthy of study. 

1. Hiring of German troops by British. In how far do these 

soldiers deserve the odium usually attached to the 
word "Hessian"? What became of most of them after 
the war? 

2. Work of George Rogers Clark. How connected with- 

proclamation line of 1763, and Quebec act? 

3. Traitors — Benedict Arnold and Charles Lee. (See Fiske's 

American Revolution, especially concerning Lee.) 

4. The "Stars and Stripes." 

5. Why did America win? 

H. The treaties of peace— preliminary, 1782; final, 1783. (The at- 
titude of France and Spain, as well as of England and the 
colonies, should be clearly understood, and this will neces- 
sitate a full knowledge of the terms of the French alli- 
ance. It should be noted that England was willing to con- 
cede the colonies more than France or Spain was willing 
they should receive. For this topic and the entire period 
of the Confederation there is no book to be compared to 
Fiske's Critical Period.) 
1. Principal provisions. 

THE CRITICAL PERIOD. 

1. Review: 

A. Fundamental orders of Connecticut, 1638-'39. 

B. The New England confederation, or "United Colonies of New 

England." 

1. Colonies represented. 

2. Principle of representation adopted, and where found in 

the government to-day. 

C. Albany plan of union. 

1. Main provisions. 



112 High School Course of Study. 

1. Review — continued. 

C. Albany plan of union. 

2. Why rejected — 

a. By England. 

b. By the colonies. 

D. Stamp-act congress. 

E. First continental congress. 

F. Second continental congress. 

2. Articles of confederation. (Insist on reasons for calling this the 

"critical" period in American history.) 

A. Main provisions. 

B. Defects. (Discuss all, but especially lack of power to regulate 

commerce and to punish individuals.) 

C. Attempts to amend — why unsuccessful. 

D. Principle of representation. 

3. The constitution. 

A. Shays' rebellion — its significance. 

B. The meeting at Alexandria, 1785 — its cause and purpose. 

C. The Annapolis trade convention, 1786 — its cause and purpose. 

D. The convention at Philadelphia, 1787 — its cause and purpose. 

E. The three great compromises : 

1. Commerce, the slave trade, and atf export tax. 

2. Representation of the states — origin. (See Connecticut 

constitution of 1639.) 

3. Slaves and apportionment of representation and direct 

taxes. 

F. Sources of. 

G. Ratification — grounds of opposition — the "Federalist." When? 
H. Gladstone's tribute to the constitution, with some discussion of 

the justice of it. 
I. The adoption of constitution a "peaceful revolution." Why? 

ORGANIZATION OF THE GOVERNMENT AND FORMATION OF POLITICAL PARTIES. 

1. Election of Washington; his inauguration date, and reason for 

change from date originally intended. 

2. The cabinet — authority for and composition. 

3. Hamilton's financial policy. 

A. Reasons for. 

B. Provisions. 

C. Results. 

4. Establishment of judiciary — authority for — composition of courts — 

jurisdiction. 

5. Foreign affairs: Difficulties with — 

A. Algiers. 

B. Spain. 

C. France. Was Washington's neutrality policy justifiable in 
• • view of French alliance during Revolution? Reasons for 

answer. 

D. England. 

6. Whisky insurrection: Cause — incidents — results. 

7. Invention of the cotton gin; effects. 

8. Development of parties — the United States bank — -"strict construc- 

tion" and "loose construction." 

9. Election of 1796. 
10. Other events. 

ADMINISTRATION OF JOHN ADAMS: THE LAST OF THE FEDERALISTS. 

1. The X. Y. Z. affair. 

2. The alien and sedition laws — to what extent justifiable, and to what 

extent dangerous. 



American History. 113 

3. The Virginia and Kentucky resolutions. (These should be carefully 

. studied, as to their cause, the reasoning upon which they were 
based, and the logical results to which they led. And intimate 
connection of all three of the preceding topics should be clearly 
brought out.) 

4. The eleventh amendment — reason for; case of Chisholm vs. Georgia; 

wisdom of. 

5. Minor events. 

THE PERIOD OF ANTI-FEDERALIST, OR DEMOCRATIC-REPUBLICAN, 
SUPREMACY. 

1. Election of Jefferson by house of representatives. 

A. Necessity for. 

B. Incidents. 

C. Results: twelfth amendment; on Burr; on Hamilton. 

2. Louisiana purchase. 

A. Why the United States wished to buy. 

B. Why Napoleon was willing to sell. , 

C. The negotiations. 

D. Constitutionality in view of Jefferson's "strict construction" 
ideas. 

E. What was Louisiana as purchased? (It should be noted here 

and referred to later that the Florida-purchase treaty of 1819, 
and the rallying cry of "the re-annexation of Texas," are inti- 
mately connected with this question.) 

3. Lewis and Clark expedition. 

A. Object. 

B. Route. 

C. Results. 

4. Hamilton-Burr duel — causes, especially the election of President in 

1800, and of governor of New York in 1804. 

5. The Burr conspiracy; his trial; his later life. 

6. The Cumberland road. 

A. How built. 

B. Route. 

C. Results. 

1. Economic. 

2. Political. 

7. Jefferson and our foreign relations. 

A. Affairs in Europe — war between France and England. 

1. British orders in council. 

2. Berlin decree. 

3. Second orders in council. 

4. Milan decree. 

5. Effect of these on American commerce. 

6. Impressment of American seamen; by whom; on what 

grounds. 

B. Affairs in America: Jefferson's peace-at-any-price policy. 

1. Nonimportation act. 

2. Embargo act. 

3. Nonintercourse act. 

4. Macon bill No. 2; Napoleon's duplicity. Why did United 

States not fight France instead of England, or France as 
well as England? 

8. Election of Madison; his efforts to avoid war; their failure. 

9. War of 1812. 

A. Causes in addition to those given above. 

B. Chief events. 

C. Results: Did the treaty of peace specifically determine them 

all? 



114 High School Course of Study. 

10. The Hartford convention not as "black as it was painted"; explain. 

11. The Algerine war; cause; result. 

12. The first real protective tariff, 1816. 

13. The second United States bank; chartered by "strict construction- 

ists"; why? 

14. Election of Monroe. 

15. The "Era of Good Feeling." What? Why so called? 

A. The Seminole war; cause. 

1. Jackson's expedition. 

a. Arbuthnot-Ambrister affair. 

b. Result as to England; as to Spain. Was Jackson 

justifiable? 

2. Purchase of Florida. 

B. The Missouri compromise; the first "alarm bell' in slavery agi- 

tation. 

C. The Monroe doctrine. What is it? 

1. Aimed particularly at the Holy Alliance, and at Russia, 

for different reasons. What? And what part applied to 
each? 

2. Present status. 

D. Protective tariff of 1824; changing attitude of North and 

South as represented by Webster and Calhoun, with reasons. 

16. John Quincy Adams elected by the house of representatives. Why? 

A. The cry of "corrupt bargain." Why? Was it justifiable? 

B. The American system, or the system of internal improvements 

at government expense. 

C. The beginning of the National Republican-Whig party. 

D. The first railroads. 

E. "The Tariff of Abominations." 

17. The reign of Andrew Jackson. 

A. Jackson, the man; a new type in the presidency. 

B. The "Kitchen Cabinet." What? Why so called? 

C. The spoils system. (In this connection investigate the Craw- 

ford tenure-of-office act of 1820, and reason for it.) 

D. Financial affairs: 

1. Veto of the United States bank bill. 

2. Removal of deposits, and Jackson's "pet" banks. 

3. Distribution of surplus. 

4. Speculation, especially in government lands. 

5. The "Specie Circular." 

E. Constitutional questions. 

1. The Webster-Hayne debate. 

2. The tariff of 1832. 

3. Nullification. (Compare Jackson's attitude on this question 

with his position in regard to decision of the supreme 
court in favor of the Indians in Georgia, and adverse to 
that state. In which case was he right and in which 
wrong?) Results. 

4. Compromise tariff of 1833. 

F. The Liberator established, 1831. 

G. McCormick's reaper patented, 1834. 

18. Van Buren becomes Jackson's political heir. 

A. The panic of 1837 (for causes, see above). 
1. Events. 

B. The subtreasury bill passed, 1840. 



American History. 115 

THE WHIGS TEMPORARILY SUCCESSFUL. 

1. Election of Harrison and Tyler. (Tyler's previous political affiliation 
and the reason for his nomination by the Whigs, as well as the 
reason for his acceptance of the nomination, should be fully 
understood.) 

A. Death of Harrison. 

B. Tyler quarrels with Congress over bank bill. 

C. Tariff of 1842 raises duties. 

D. Webster-Ashburton treaty. 

E. Dorr's rebellion. 

F. Patroon war. 

G. The magnetic telegraph. 
H. The slavery question. 

1. The right of petition. 

2. Gag rule. What? Through whose efforts finally rescinded? 

3. Texas annexed. How? Why? What other territory has 

been annexed hy joint resolution? 

THE DEMOCRATIC PARTY RETURNS TO FULL POWER UNDER POLK. 

1. Texas admitted as a state. 

2. The Mexican war. (Investigate previous history of Mexico and Texas 

as to independence and status of slavery.) 

A. Nominal causes. (Investigate basis and justice of cry "The 

re-annexation of Texas and re-occupation of Oregon"; also 
cause and outcome of cry of "Fifty-four Forty or Fight.") 

B. Real cause. 

C. Lincoln's "spot resolution"; its significance. 

D. The Wilmot proviso. 

E. Military events. 

1. Taylor's part in the war. 

2. Kearney's expedition. 

3. Fremont, Sloat and Stockton in California. 

4. Scott's campaign. 

F. Treaty of Guadaloupe-Hidalgo and results of the war. 

3. Discovery of gold in California. 

A. Results. 

1. On California. 

2. On rest of West. 

3. On slavery question. 

4. Howe patents his sewing machine, 1846. 

THE WHIGS WIN THEIR SECOND AND LAST VICTORY: TAYLOR AND FILLMORE. 

1. The omnibus bill, or compromise of 1850. 

A. Causes. 

B. Provisions. 

C. Results. 

2. Clayton-Bulwer treaty. (Investigate relation to Hay-Pauncefote 

treaty and present Panama canal.) 
A. Provisions. 

THE DEMOCRATS AGAIN RETURN TO POWER, WITH PIERCE AS PRESIDENT. 

1. Gadsden purchase. 

2. Perry's expedition to Japan. 

3. Ostend manifesto. 

4. Kansas-Nebraska bill. (The intimate connection between the Mexi- 

can war, the discovery of gold in California, the compromise 
of 1850, and the Kansas-Nebraska act should be strongly em- 
phasized, and the question as to whether the provision vi^ith 
reference to Arizona and New Mexico was put into the com- 



116 High School Course of Study. 

4, Kansas-Nebraska hill— continued. 

promise of 1850 as a "joker," to be used later in securing the 
repeal of the Missouri compromise, or whether it was simply 
used when the need arose, should be thoroughly investigated. 
See Burgess's The Middle Period, in American History 
Series.) 

5. The struggle for Kansas. 

[Supt. J. O. Hall has kindly given his permission to use that part of his "Outline 
of United States History" touching upon this phase of the subject.] 

A. Preparations. 

1. In the North: Emigrant aid companies. 

2. In the South : Emigrants from Missouri and Southern 

states. 

3. Leading men sent out. 

4. Towns founded: 

a. By free-state people: Topeka, Lawrence. 

b. By pro-slavery people: Lecompton, Atchison, Leaven- 

worth. 

B. Beginning of the struggle. 

1. A. H. Reeder appointed governor July 7, 1854. 

2. Pro-slavery delegate elected to Congress November 29, 

1854. Missourians voted at this election. Result: In- 
creased bitterness and great accession to free-state forces. 

3. Goveinor Reeder has census taken before calling election 

for members of legislature. 

4. Pro-slavery territorial legislature elected March 30, 1855. 

Many Missourians voted at this election. Governor set 
aside election in eight districts, and called new election 
there. At new election pro-slavery people refused to vote, 
and free-state candidates were given certificates of elec- 
tion. 

5. Legislature met at Pawnee at call of governor, July 2, 1855. 

a. Its acts at Pawnee: 

1. Unseated all of free-state members elected at sup- 

plemental election called by governor, except one. 
Before legislature met one free-state member had 
refused to serve. 

2. Passed, over governor's veto, act to adjourn to 

Shawnee. 

b. Its acts at Shawnee: 

1. Asked President to remove Governor Reeder. 

2. Passed Missouri slave code laws, and made it an 

offense to say or write anything against slavery. 

3. Located capital at Lecompton. 

4. Provided for a constitutional convention. 

5. Passed act entitled "An act to punish offenses 

against slave property." 

6. Reeder forced to leave the territory. 

C. Topeka constitution, anti-slavery, October, 1855. 

1. Convention called by free-state people, September, 1855. 

This convention, which issued call for election, met in 
response to a call by an earlier political party conven- 
tion at Big Springs. The general purpose of the free- 
state people was to avoid obeying acts of the Shawnee 
legislature, called "bogus legislature," and if possible 
secure admission as a free state. 

2. Constitutional convention met at Topeka, October 23, 1855. 

Composed entirely of free-state members. 

3. Free-state constitution formed, submitted to the people, 

and ratified by them December 15, 1855. Only free- 
state people voted. 



American History. 117 

5. The struggle for Kansas — continued. 

C. Topeka constitution, anti-slavery, October, 1855. 

4. State election held, Robinson elected governor, other state 

officers and state legislature chosen, January 15, 1856. 

5. Officers did not attempt to assume charge of the govern- 

ment, except that legislature met, but simply held 
themselves in readiness to take charge when Kansas 
should be admitted as a state under the constitution. 

6. Constitution sent to Congress and opposed by President 

Pierce. Approved by house, disapproved by senate. 

7. Topeka legislature dispersed by U. S. troops, July 4, 1856. 

D. Lecompton constitution, pro-slavery, 1857-'58. 

1. Convention met September 11, 1857, in pursuance of call 

by pro-slavery legislature. Composed entirely of pro- 
slavery members. 

2. As the convention saw that the people were likely to dis- 

approve of the constitution they decided to submit to 
vote only the clause regarding slavery, and so people 
voting on it had to vote: 

a. For the constitution with slavery, or 

b. For the constitution without slavery; thus voting for 

slavery in either case, for the constitution pro- 
vided that slave property in the territory should 
not be interfered with. 

3. On the face of the returns the constitution was almost 

unanimously approved, as only pro-slavery people 
voted. 

4. While the convention was in session the free- state people 

had elected a majority of new legislature at election 
at which occurred the Oxford, or Cincinnati Street 
Directory, frauds. 

5. Free-state people urged governor to call special session of 

the legislature, which he did. 

6. New legislature submitted constitution to the people so 

they could vote for or against it, and it was voted 
down almost unanimously, only free-state people 
voting. 

7. Constitution sent to Congress and approved by senate, but 

disapproved by house. By the terms of the English 
bill, a compromise measure, the constitution was re- 
ferred back to the people of Kansas for approval or 
rejection. . . . , - 

8. Constitution then rejected by more than 11,000 m total o± 

13,000 votes, August 2, 1858. 

E. Leavenworth constitution, anti-slavery, 1858. 

1. Convention met first at Minneola, March 23, in pursuance 

of an act declared to have been passed over the gov- 
ernor's veto, but which was not. The convention ad- 
journed to Leavenworth. 

2. General objects in view were: -r a. 4-- 

a. Fight admission of Kansas under Lecompton consti- 

tution by showing Congress that people did not 
favor it. 

b. Secure admission as a free state if possible. 

3. Submitted to and approved by people, free-state people 

voting, May 18, 1858. .^^ ■. 

4. Sent to Congress but not approved by either house. 

5. Convention composed entirely of free-state members. 



118 High School Course of Study. 

5. The struggle for Kansas — continued. 

F. Wyandotte constitution, anti-slavery, 1859-'61. 

1. Legislature submitted to people the question whether or 

not they wanted a constitutional convention, and the 
people said they did, March 28, 1859. Legislature 
soon called the convention. 

2. Convention met July 5, 1859. Members met as Repub- 

licans and Democrats, this being the first constitu- 
tional convention in Kansas in which more than one 
party was represented. 

3. Constitution ratified by the people, October 4, 1859. 

4. Robinson elected governor, and other state ofiicers elected, 

December 6, 1859. 

5. Topeka made temporary seat of government. 

6. Constitution sent to Congress, but could not be approved 

in both houses till some of pro-slavery members with- 
drew on secession of Southern states. 

7. Congress approved the constitution, and the bill admitting 

Kansas as a state became a law January 29, 1861. 

6. Buchanan's forecast of the Dred Scott decision, 

7. The Dred Scott decision. (In connection with this and the preceding 

topic pupils should find Lincoln's story about "Franklin, 
Stephen, Roger and James," and explain its application. 
See Blaine's Twenty Years of Congress.) 

A. History of the case. 

B. Decision on case itself; decision on incidental points, or obiter 

dicta. 

C. Results. 

8. Panic of 1857. 

9. The Lincoln-Douglas debates. 

A. Why? Chief topic? What was Douglas's "Freeport doc- 

trine"? What was its effect on him as a presidential 
possibility? Explain. (See Wilson's Division ani Re- 
union, in Epochs of American History.) 

B. Results as to Lincoln; explain. 

10. John Brown; his raid, its purpose and result. (Especially, read 

Burgess's The Civil War and the Constitution, in American 
History Series.) 

11. The presidential campaign of 1860. 

TWENTY-FOUR YEARS OF REPUBLICAN RULE.- 

[Here the origin and composition of the Republican party should be 
carefully considered. All the direct causes of secession, from the in- 
troduction of slavery, in 1619, should also be reviewed.] 

1. The secession of the Southern states. (It should be emphasized 

that this was due to the election of Lincoln on a platform 
opposing the extension of slavery, and not because either 
Lincoln or the Republican party was committed to the aboli- 
tion of slavery.) 

2. The formation of the Confederate government. 

3. Buchanan's attitude, and his reason for it. Was it sound? 

4. Efforts to compromise; proposals, and results. 

5. Comparison of the sections. 



American History. 119 

6. The war. 

A. Military operations. (These operations should be studied as 

being almost wholly offensive on the part of the North 
and defensive on the part of the South. And the war 
should be considered from the view of the two general 
purposes of the North — that is, to push the Confederate 
line of defense south and to blockade Southern ports. 
The three great efforts to accomplish the first of these 
results were to capture Richmond, to open the Mississippi, 
and to penetrate the heart of the Confederacy and cap- 
ture Atlanta as the great central supply depot; and the 
success of these efforts, together with the establishment 
of an effective blockade, finally wore and starved the 
South out. Dodge's Bird's-eye View of the Civil War is 
the best single volume on the subject.) 

B. Finances. 

C. The border states. 

D. The emancipation proclamation; three reasons for it. (See 

Wilson's Division and Reunion, in Epochs of American 
History.) 

E. Results. 

7. Lincoln's assassination and Johnson's succession. 

8. Lincoln's reconstruction policy so far as developed. 

9. Johnson's reconstruction policy; compare with Lincoln's as to lib- 

erality; cause of hostility of Congress. 

10. Congressional reconstruction policy. Why did Congress have a con- 

stitutional advantage in the contest? What was the real 
status of the seceded states? Were they readmitted, or 
how did they get back into their former relationship? 

11. Impeachment, trial and acquittal of Johnson. 

12. The thirteenth amendment, 1865. 

13. The Atlantic cable, 1866. 

14. The purchase of Alaska, 1867. 

15. Fourteenth amendment, 1868; compare with civil rights bill. Why 

was latter not considered sufficient? 

16. Grant's elevation to the presidency. 

17. The fifteenth amendment, 1870. What states had to ratify in order 

to resume former place in the Union? 

18. Negro suffrage and "carpetbag government." (Should the negroes 

have been given the right of unrestricted suffrage?) 

19. The Ku-Klux Klan. 

20. The force bills, and use of the United States courts and United States 

army in the South. 

21. Troubles with England, and their arbitration. 

A. Alabama claims. 

B. Fisheries question. 

C. Northwestern boundary dispute. 

22. Temporary civil service reform. (Why only temporary?) 

23. The panic of 1873. 

24. Demonetization of the silver dollar, 1873. Why? Why afterwards 

called the "Crime of '73"? Is silver dollar coined now? What 
is the present legal standard of value? 



120 High School Course of Study. 

25. Resumption of "specie payment"; meaning; purpose; result. (In 

this connection the two contradictory decisions of the supreme 
court with reference to the legal-tender qualities of "green- 
backs" should be investigated; the reason for the reversal 
of opinion, as well as the present status of the various kinds of 
paper money, should be understood.) 

26. The "Credit Mobilier." (Show connection between this and the Lib- 

eral Republican movement.) 

27. The "salary grab" act. (Compare its reception by the public with 

that of the recent increase in congressional salaries, and ex- 
plain reasons for difference.) 

28. The "whisky ring." 

29. Indian troubles, and the killing of Generals Canby and Custer. 

30. The only disputed presidential election in our history. (Pupils 

should see clearly and be able to explain just why the Hayes- 
Tilden contest did not go to the house of representatives for 
settlement.) 

A. The cause of the dispute. 

B. The Electoral Commission. 

1. How composed. (It should be clearly shown just how it 

came about that there were eight Republicans and 
seven Democrats.) 

2. Its duties. 

■ 3. Its decision. 

31. Withdrawal of Federal troops from the Southern states. (Was there 

an understanding between Hayes and the Democratic leaders 
that if allowed peaceably to take his seat he would withdraw 
the troops? As a matter of public policy was their with- 
drawal wise?) 

32. The Bland-Allison act. 

A. Reasons for. 

B. Provisions. 

C. Why vetoed by President. Was his action final? 

33. Results of actual resumption of specie payment. 

34. The election of Garfield and Arthur. 

35. Strife within the party; stalwarts vs. half-breeds; Blaine vs. Conk- 

ling; resignation of Conkling and Piatt, and result. 

36. Assassination of Garfield. 

37. The Pendleton civil-service-reform act. (Here the history of the 

"spoils system," and of attempts at civil service reform, should 
be reviewed, and pupils should note the connection between the 
spoils system and the assassination of Garfield, and between 
his death and the Pendleton act.) 

38. The Chinese-exclusion act. 

A. Reasons for. 

B. Provisions. 

C. Present status. 

39. The Edmunds anti-polygamy act. 

A. Purpose. 

B. Later anti-polygamy legislation. 

C. Present status of polygamy. 

THE DEMOCRATS WIN THEIR FIRST PRESIDENTIAL ELECTION SINCE THE WAR. 

1. Cleveland elected President; tariff the main issue, but personality of 

candidates an important factor in campaign. 

2. The presidential-succession law. 

A. Two reasons for. 

B. Provisions. 



American History. 121 

3. Electoral-count act. 

A. Reasons for. 

B. Provisions. 

4. Interstate-commerce act, 1887. (In this connection study should be 

made of "railroad rate" and "pure food" laws of the Roosevelt 
administration, and of the railroad bill of the Taft administra- 
tion. From this point on Hall's Outlines and the annual vol- 
umes of the World Almanac, particularly the more recent 
ones, together with current-event magazines, will be found 
especially valuable.) 

5. The Mills tariff bill. 

A. Character. 

B. Why it failed to become a law. 

6. Cleveland's use of the veto power. 

7. More anti-Chinese legislation. 

8. The anarchists, and the Haymarket massacre. 

THE REPUBLICANS ELECT HARRISON, BUT AS A MINORITY PRESIDENT. 

[Pupils should be able to explain clearly how this is legally possible.] 

1. The Reed rules in the house of representatives. 

A. Reason for. 

B. Provisions. 

C. Compare with present rules. (Discuss recent changes.) 

2. The McKinley bill, providing for the highest tariff in our history, 

free sugar, reciprocity. 

3. The Sherman silver act, 1890. 

A. Reason for. 

B. Provisions. 

4. Sherman antitrust act, 1890, its purpose and provisions. 

5. Mafia troubles in New Orleans. (This should be compared with the 

Caroline affair in Tyler's administration and the Japanese 
school troubles in California in Roosevelt's administration. 
The serious and embarrassing position in which such diffi- 
culties place the national government and the reason therefor 
should be fully understood by the pupils. For discussion of 
this subject, see President Taft's first message to Congress.) 

6. Growing use of the "Australian ballot," and advantages. 

7. Original-package law. 

CLEVELAND IS THE DEMOCRATIC PRESIDENTIAL CANDIDATE FOR THE 
THIRD TIME AND IS ELECTED. 

1. Panic of 1893. 

2. Repeal of purchasing clause of Sherman silver act. 

3. Our relations with Hawaii. 

A. Under Harrison's administration. 

B. Under Cleveland's administration. 

4. Trouble between Venezuela and Great Britain. 

A. Cause. 

B. The Monroe Doctrine and position of United States. 

1. Attitude of England. 

C. Final arbitration. 

5. The Pullman strike and resulting sympathetic strikes. 

A. Events. 

B. Attitude of President. 

6. The Wilson tariff bill. 

A. Material reduction of duties. 

B. Income tax provision. 

1. Limit and levy. 



122 High School Course of Study. 

6. The Wilson tariff bill — continued. 

B. Income tax provision. 

2. What afterwards happened to it? 

3. What movement now on foot with reference to an income 

tax? 

C. Enlarged free list, 

D. Final action of President, and reason for it. 

7. The campaign of 1896. 

A. "The free coinage of silver at the ratio of 16 to 1" the "para- 

mount" issue. (Pupils should understand clearly the 
meaning of this issue, and should in connection with it 
review previous silver legislation.) 

1. Arguments for. 

2. Arguments against. 

B. Incidents. 

C. The result. 

REPUBLICANS IN COMPLETE CONTROL, WITH M'KINLEY AS PRESIDENT. 

1. The Dingley tariff bill. 

A. General provisions. 

B. Reciprocity. 

1. Attitude of President. 

2. Attitude of senate. 

2. Spanish- American war. (History of previous relations of Spain, 

Cuba and United States should be here reviewed — Ostend 
manifesto, Virginius affair. Ten Years' war, etc.) 

A. Causes. 

B; Events. 

C. Results. 

D. Government of our new possessions. 

3. Annexation of Hawaii. 

4. The gold-standard act, 1900. 

A. The standard of value. 

B. Changes in the national banking law. 

5. Reelection and assassination of McKinley. 

6. Succession of Roosevelt. 

7. Establishment of Department of Commerce and Labor. 

8. Railroad-rate law. 

9. Pure-food-and-drugs act. 

10. Service-pension law. 

11. Law limiting working hours of railroad employees. 

12. The Panama canal. (Previous history of the project should be re- 

viewed.) 

A. The Clayton-Bulwer treaty. 

B. The Hay-Pauncefote treaty. 

C. The Hay-Herran treaty. 

D. Independence of Panama and Hay-Varilla treaty. 

E. Plans and progress of the work. 

13. Temporary intervention in Cuba. 

A. Cause. 

B. Result. 

14. Trust prosecutions. 

15. Admission of Oklahoma. 

16. The insurance and other "grafters." 

17. Panic of 1907. 

18. The Hague conference. (Movements toward international arbitra- 

tion should be reviewed.) 



American History. 123 

19. Taft elected President. 

20. The Aldrich-Payne tariff revision bill passed by special session of 

Congress. 
A. Its provisions and their reception by the public. 

21. The railw^ay regulation act. 

22. The postal savings bank law. 

23 Bills for admission of Arizona and Nevsr Mexico. 

24. The elections of 1910 and their general result. 

25. Second regular session of sixty-first Congress. 

A. The question of direct election of senators. 

B. The Lorimer case. 

C. Canadian reciprocity. 

D. Other measures. 

26. Special session of the sixty-second Congress. 

A. Democrats control the house and elect Champ Clark speaker. 

B. Senate so divided among Democrats, Regular Republicans, 

and Insurgent Republicans that there is no working party 
majority, though the Republicans nominally control. 

C. The direct election of senators. 

D. The Lorimer case reopened. 

E. Canadian reciprocity. 

F. The status of statehood for Arizona and New Mexico. 

G. "The farmer's free list," and other tariff bills. 

27. The conservation movement. 

28. Decision of the supreme court in the Standard Oil and Tobacco 

Trust cases. 

29. Status of international arbitration and the universal peace move- 

ment. 

30. The revolution in Mexico. 

After the work as here outlined has been covered the whole should be 
fixed, and a clearer idea of its unity be obtained, by a general review. 
And so far as possible this should be done by the topic method. As ex- 
amples of subjects that may be thus treated the following may be men- 
tioned : 

The evolution of the constitution. 

The origin and growth of political parties. 

Territoi'ial expansion. 

Tariff legislation. 

The slavery question. 

Nullification and secession. 

Our financial system. 

Each topic should be taken up from its first appearance in our history 
and traced to its end or to the present time, without the intervention of 
any except directly related subjects, and connections should be strongly 
emphasized. 

As an illustration of how this may be done the following outline on the 
slavery question is given: 

1. Slavery introduced, 1619. 

2. Slavery in every colony, 1776. 

3. First states to abolish slavery. What? Why? 

4. Slavery in the constitution. 

5. Invention of the cotton gin, 1793. 

6. Legislation on slave trade, 1808, 1820. 

7. Missouri compromise, 1820. 

8. The Liberator, 1831. 

9. Abolition societies. 

10. Nat Turner's insurrection. 

11. "Gag Rule." 

12. The annexation of Texas. 



124 High School Course of Study. 

13. The Mexican war. 

14. The Wilmot proviso. 

15. The "omnibus" bill or compromise of 1850. 

16. The underground railroad. 

17. The Kansas-Nebraska act. 

18. Anti-slavery parties. 

A. AboHtion. 

B. Liberty. 

C. Free soil. 

D. Republican. 

19. "Uncle Tom's Cabin" and "The Impending Crisis." 

20. The Dred Scott decision. 

21. Lincoln-Douglas debates. 

22. Lincoln elected President. 

23. Secession of Southern states — war. 

24. The emancipation proclamation. 

25. Thirteenth, fourteenth, and fifteenth amendments. 



CIVICS. 

Interpretation comes through analysis, and to that end an outline is 
valuable. The study of civics should mean more than a knowledge of the 
separate parts of the constitution; it should include an appreciation of the 
structure and nature of the document from which are drawn the great 
principles of democracy, and a knowledge of its actual application in 
practice. Three main questions should be before the student and applied 
to each article, section and clause: First, What does it say? Second, 
What does it mean? Third, Explain its use, past and present. 

Any text on civil government will be of some help. In addition to the 
adopted text, the outline is drawn from Ashley, "American Government," 
new and revised edition (The Macmillan Co., Chicago) ; Forman, "Ad- 
vanced Civics," The Century Co., New York; Rush, "Constitution in Out- 
line, with Questions and Answers," E. E. Rush, Kansas City, Mo. 

Self-Government. 

"He that ruleth his spirit is better than he that taketh a city." — Bible. 

I. Self-control. 

1. The will directs action. 

2. A choice of right or wrong must be made. 
II. Self-control can be cultivated. 

III. The reward of doing right. 

IV. Self-government the foundation of all government. 

V. Name a fault opposed to each of the following virtues: Courage, 

industry, cheerfulness, liberality, tolerance. 
VI. Arrange the following in the order of their importance: Honesty, 
modesty, patience, reverence, truthfulness, liberality. 
VII. Arrange the following faults, placing first the one you dislike most: 
Stubbornness, cruelty, jealousy, anger, tardiness, hypocrisy. 

First Division. — History and Explanation. 

I. Government. 

1. Basis. 

a. Theoretical. 

b. Actual. 

2. Characteristic feature. 

3. Definition. 



Civics. 125 

4. Conclusion: Government can not be forced by theory; it is a growth 
of man's social nature, and we find it changing as his conditions 
change. 

II. Civil Government. 

1. Its origin. 

a. In Northern Germany. 

b. In England. 

2. Its growth in America. 

a. Transplanted from England. 

b. In the colonies. 

c. In the States. 

d. In the Nation. 

e. The purpose. 

f. Definition. 

3. Conclusion: When civil government is properly organized and admin- 

istered it produces wholesome laws and mutual advantages for 
those who come under its rule. 

III. Forms of Civil Government. 

A. — As to time: 

1. Ancient. 

a. Monarchy (the rule of one). 

b. Aristocracy (the rule of a few) . 

c. Democracy (the rule of many). 

2. Modern. 

a. As to power. 

1. Federated. 

a. States banded for mutual protection, each state 
retaining its original power. 
* b. Banded states — states united to form a stronger 
government, each state yielding a portion of its 
original power to the general government. 

2. Centralized: each state yielding all authority to the 

central government. 

b. As to operation. 

1. Pure democracy (local). 

2. Representative democracy (local and national). 

B. — As to expression: 
1. Unwritten. 

a. Disadvantages. 

b. Advantages. 



Written. 

a. Disadvantages. 

b. Advantages. 



C. — Conclusion : 



That form of government is the best under which a people attain the 
highest happiness and usefulness in the arts of a Christian civilization. 

IV. The Growth of Government from the Early Colonial Times 

to 1789. 

1. Claims of European nations in America. 

a. Spain. 

b. France. 

c. England. 

2. Supremacy of England in 1763. 

a. Determined the dominant race for America. 

b. Determined the dominant religion for America. 

c. Determined the dominant government for America. 



126 High School Course of Study. 

3. England established government in America. 

a. Chartered government. 

1. Its origin. 

2. Its nature. 

b. Proprietary government. 

1. Its origin. 

2. Its nature. 

c. Royal province government. 

1. Its origin. 

2. Its nature. 

4. Revolutionary states organized government. 

a. The state constitution. 

1. A written document. 

2. Defines the limits of authority. 

3. Distributes the authority. 

a. To the legislative. 

b. To the executive. 

c. To the judicial. 

b. The local units. 

1. The county. 

2. The township. 

3. The school district. 

c. The articles of confederation. 

These articles were not suitable for a strong government. 

1. Defective in organization. 

a. Legislative. 

1. Term too short. 

2. Service limited. 

3. State could recall. 

4. Salary paid by the state. 

5. Had no authority over commerce. 

2. Defective in operation because no power to punish in- 

dividuals. 

a. Taxation — no power to collect. 

b. Armies and navies — no direct powers. 

c. Could not enforce — simply advise. 

3. Conclusion: The articles of confederation was a form of 

law which the states were supposed to respect and obey. 

5. The United States of America established the present constitution in 

1789. 

This constitution is suitable for a strong government. 

a. Power in organization. 

1. Legislative. 

a. Length of term reasonable. 

b. Service unlimited. 

c. Membership beyond recall. 

d. Salary paid from United States treasury. 

2. Executive — with constitutional powers. 

a. Civil. 

b. Military. 

3. Judicial — with highest legal powers. 

b. Power in the. operation of government. 

1. Taxation — can collect. 

2. Army and navy — can create. 

3. Execute the laws. 

c. Conclusion: The constitution of the United States is an instru- 

ment of law, operative upon the several states and the people 
within the states collectively and individually. 



Civics. 127 

V. Definitions and General Principles. 

1. Define state; sovereign state; dependent state. 

2. Define United States constitution; state constitution. 

3. Elements of weakness. 

a. In a written constitution. 

b. In an unwritten constitution. 

4. When does the right of revolution exist? 

5. The constitution: How framed? How ratified? 

6. Compare the articles of confederation and the present constitution. 

a. In organization. 

b. In operative powers. 

7. What is the supreme law? (Art. VI: 2.) 

8. Twelve important events in the growth of American government 

from 1763 to 1789. 

a. The treaty of Paris, 1763. 

b. The stamp-act congress, 1765. 

c. The first continental congress, 1774. 

d. The second continental congress, 1775. 

e. The declaration of independence, 1776. 

f. The battle of Saratoga, 1777. 

g. The articles of confederation, 1781. 
h. The peace of Paris, 1783. 

, i. The Alexandria convention, 1785. 

j. The Annapolis convention, 1786. 
k. The Philadelphia convention, 1787. 
1. The present constitution, 1789. 

Second Division. — The Constitution in Outline. 

Preamble. — Memorize. 

I. ARTICLE I. — Legislative Power. 
A. — Organization of Congress. 

(When possible, all answers should be verified by article, section and clause of the 
constitution. ) 



House of representatives. 


a. 


Composed of. 


b. 


Elected by. 


c. 


Qualifications. 




1. Age. 




2. Citizenship. 




3. Inhabitancy. 


d. 


Fixing the ratio. 


e. 


Representative at large. 


f. 


Number. 




1. The maximum allowed. 




2. The minimum required. 




3. The actual number. 


g- 


The salary and perquisites. 


h. 


The term. 


i. 


Vacancy. 




1. How created. 




2. How filled. 


J. 


Officers. 


k. 


Sole power. 


1. 


The duty of a representative. 


The 


senate. 


a. 


Composed of. 


b. 


Elected by. 



128 High School Course of Study. 

2. The senate — continued. 

c. Qualifications. 

1. Age. 

2. Citizenship. 

3. Inhabitancy. 

d. The number. 

e. Salary and perquisites. 

f. The term. 

g. Vacancy. 

1. How created. 

2. How filled, 
h. The officers. 

i. Sole power. 

j. The duty of a senator. 

3. Essential for self-preservation. 

Each house decides — 

a. Who are elected to membership. 

b. The rules for its proceedings. 

c. Punishment for disorder. 

d. When to expel a member. 

e. Who may be its officers, except as to the president of the senate. 

B. — Congress: Its Powers, Prohibitions and Operation. 

A. Powers. 

1. To raise revenue. (1:8:1.) 

a. By taxation. 

1. Direct. 

a. Capitation. 

b. Land. 

c. Personal property. 

2. Indirect. 

a. Duties — specific, advalorem. 

b. Excises^ — specific, advalorem. 

b. By borrowing money. (1:8:2.) 

c. Give a historical account of the following: 

1. First revenue bill, 1789. 

2. Protective tariff, 1816. 

3. Canadian reciprocity, 1911. 

4. In what way are these measures related to 1:8:1? 

2. To regulate cornmerce. (1:8:3.) 

a. Interstate Commerce Commission. 

1. Its organization. 

2. Its powers. 

3. Its service. 

b. Give historical account of the following: 

1. The embargo act, 1807. 

2. The nonintercourse act, 1809. 

3. Antitrust laws, 1890, and recent supreme court de- 

cisions thereon. 

3. To regulate naturalization. (1:8:4.) 

a. Citizenship. 

1. Constitutional definition. (Am. XIV :1.) 

2. The international rule. 

3. Classes. 

a. Natural born. 

b. Naturalized. 

b. Plan to determine citizenship. 

Persons answering "Yes" to any one of the following 
questions are citizens of the United States: 

1. Were you born in the United States? 

2. Have you taken out naturalization papers? 



Civics. 129 

Powers — continued. 

3. To regulate naturalization. (1:8:4.) 

b. Plan to determine citizenship. 

3. Was your father an American citizen before you 

became of age? 

4. Were you a citizen of any territory annexed to the 

United States having a treaty clause providing for 
citizenship? 

5. Is your husband a citizen of the United States? 

6. Have you served one ye&r in the regular army or navy 

and received an honorable discharge therefrom? 

c. Methods of naturalization. 

1. The five-year process. 

a. The times required, 
c. Who issues the papers. 

2. The marriage process. 

3. By the annexing of territory. 

a. When terms are stated. 

b. When no mention is made concerning citizenship. 

4. The military process. 

5. The "renewal of domicile" process. 

d. Important naturalization acts. 

1. The continental congress, 1776. 

2. Congress in 1790. 

3. Congress in 1795. 

4. Congress in 1798. 

5. Congress in 1802. 

6. Congress in 1882. 

e. Why should an alien desire to become a citizen of the 

United States? 

4. Bankruptcy. (1:8:4.) 

a. A bankrupt is one w^ho has been declared by a court to be 

owing more than he can pay. 

b. Purposes. 

1. Distribution of property. 

2. Discharge from present debts. 

c. Kinds. 

1. Voluntary. 

2. Involuntary. 

5. Money and-coinage. (1:8:5.) 

a. United States money is a measure of value expressed in 

coin. 

b. Money. 

1. Metal. 

a. Gold — various denominations. 

b. Silver — various denominations. 

c. Nickel. 

d. Copper. 

e. Locate the mints. 

2. Paper. 

a. Gold certificate. 

b. Silver certificate. 

c. United States notes. 

d. Treasury notes. 

e. National bank notes. 

f. What gives value to each of these several issues? 

6. Counterfeiting. (1:8:6.) 
a. Consists in — 

1. Manufacture. 

2. Circulation; or having in possession, with intent to 

circulate, spurious coins or securities. 

-9 



130 High School Course of Study. 

» 

A. Powers — continued. 

6. Counterfeiting. (1:8:6.) 

b. Penalties. 

1. Fine. 

2. Imprisonment. 

c. What are securities? 

d. What are current coins? 

e. Will you include stamps and money orders in your defini- 

tion? 

7. Post offices. (I:8:7.f 

a. . Foreign mails. 

1. Carriage. 

2. Postage. 

b. Domestic service. 

1. Presidential offices — those paying $1000 or more. 

2. Minor offices — paying less than $1000. 

3. Post roads- — designated by Congress. 

a. Wagon roads. 

b. Waterways. 

c. Railroads. 

c. Postage. 

1. Principles. 

a. Equal rights of all to use the mail service. 

b. Secrecy of the mails. 

c. Low postage. 

d. Classes of mail. 

First class: letters, postals and all matter sealed against 

inspection. 
Second class : newspapers and publications issued as often 

as four times a year. 
Third class: books, manuscripts and seeds. 
Fourth class: merchandise not included in the other 

lists and limited to four-pound packages. 

e. Free delivery. 

1. In cities of 10,000 population, or over. 

2. Where receipts are $10,000 or over. 

3. In country communities where routes have been es- 

tablished. 

f. Development in the service. Give historical sketch from 

1782 to the present. 

g. In what way are the following topics related to the post- 

office clause? 

1. The Cumberland road of 1807. 

2. International Postal Union of 1891. 

3. Ownership of telegraph lines in 1866. 

8. Patents and copyrights. (1:8:8.) 

a. Purpose of the clause. 

b. How is the purpose promoted? 

c. Patent. 

1. How obtained. 

a. Make oath that he is the inventor. 

b. Submit descriptions and drawings. 

c. The article must be new, unused and useful. 

2. Expense. 

a. A fee of $15 must be sent with the application. 

b. An additional fee of $20 must be paid when 

patent is granted. 

3. Results. 

a. Sole right to make and sell. 

b. Good for how long? 



Civics. 131 

A. Powers — continued. 

8. Patents and copyrights. (1:8:8.) 
4. Principles. 

a. Fee is small. 

b. Patents recorded for comparison. 

c. Patents are for a brief term. 

d. Exclusive right to use and sell. 
d. Copyright. 

1. How obtained. 

a. Give name of author. 

b. Copy sent to librarian of Congress. 

c. Publication must bear the- date of the' copyright 

issued. 

2. Benefits secured. 

a. Exclusive rights to publish — for how long? 

b. At home and in some foreign countries. 
9. The ivar powers. (1:8:10-16.) 

a. Suppress piracy. 

b. Declare war. 

c. To raise and support armies. 

d. To provide and maintain a navy. 

e. Regulation of the army and navy. 

f. Calling forth the militia. 

g. Organizing and disciplining. 

10. The property clause. (1:8:17.) 

a. Where have our national congresses held sessions — tem- 

porary and permanent capitals. 

b. Exclusive legislation over what? 

11. The elastic clause. (1:8:18.) 

a. This clause gives rise to what two constitutional con- 

structions? 

b. Apply the meaning of this clause to the following: 

1. The first United States bank, 1791. 

2. The embargo act, 1807. 

3. Purchase of Louisiana, 1803. 

4. Protective tariff of 1816. 

5. The Philippines acquired, 1898. 

B. Prohibitions. 

In an effort to protect the rights and liberties of the people, the 

constitution prescribes some prohibitions — 
1. On Congress. (1:9.) 

a. Absolute. 

1. No bill of attainder shall be passed. 

2. No ex post facto law shall be passed. 

3. No tax shall be laid on exports from any state. 

4. No preference to certain ports. 

5. Vessels from state to state shall not be taxed. 

6. No title of nobility shall be granted by the United 

States. 

b. Conditional. .-,•.• j 

1. Clause of article I, section 9, limited m time and 

taxation, but is now obsolete. 

2. Writ of habeas corpus conditioned on public satety. 

3. Capitation or other direct tax conditioned on 1:2:3. 

4. Withdrawal of money — by appropriation bills. 

5. Titles of nobility — conditioned. 

a. Nonofficeholders. 

b. Officeholders, by permission of Congress. 



132 High School Course of Study. 

B. Prohibitions — continued. 

2. On states. (1:10.) 

a. Absolute: A state is forbidden — 

1. To make a treaty. 

2. To make an alliance. 

3. To form a confederation. 

4. To grant letters of marque. 

5. To coin money. 

6. To emit bills of credit. 

7. To make anything but gold and silver legal tender in 

payment of debts. 

8. To pass any bill of attainder. 

9. To pass an ex post facto law. 

10. To pass a law impairing the obligation of a contract. 

11. To grant titles of nobility. 

b. Conditional. 

1. Import duties. 

2. Export duties — both conditioned on necessity and sub- 

ject to revision by Congress. 

3. To keep troops. 

4. War supplies. 

5. To make agreements with other states. 

6. To engage in war. 

7. To make agreements with foreign nations. 

All conditioned on emergency and consent of Congress. 

C. Operation. 

1. Plan for law-making. (1:7.) 

a. A bill is a proposed law. 

b. All bills for raising revenue shall originate in the house 

of representatives. 

c. Before any bill becomes a law it shall be approved by any 

one of the following methods : 

1. a. Passed by majority in each house, 
b. Signed by the President. 

2. a. Passed by majority in each house. 

b. Vetoed by the President. 

c. Repassed by two-thirds majority in each house. 

3. a. Passed by majority in each house. 

b. Not signed or returned in ten days, Sundays ex- 
cepted, unless Congress adjourns before the ten 
days expire. 

2. The committee system. 

a. Appointments. 

b. Methods. 

1. Logrolling. 

2. Filibustering. 

3. Pairing. 

c. Advantages. 

d. Disadvantages. 

e. Discuss the possibility of maintaining our present form of 

government without the committee system. 

II. ARTICLE II. — Executive Department. 

Vested Power. (11:1:1.) 

The Executive Power Shall Be Vested — 

A. In a President of the United States. 
1. For a term of four years. 



183 



Civics. 

B. And with the Vice President, shall be elected as .follows • 

1. The college method. (11:1:2.) 

a. Election of electors: how? when? 

b. Number of electors. 

c. Who may not be an elector. 

d. Duty of electors. (Am. XII.) 

1. Meet: where? when? 

2. Vote: how? for whom? 

3. Lists: how made? how disposed of? 

e. President of the Senate. 

1. The opening of the lists. 

2. The counting. 

3. The result. 

2. The house-and-senate method. (Am. XII.) 

a. President. 

1. Chosen by. 

2. Candidates: how many? 

3. Voting. 

4. State power. 

5. Quorum. . 

6. Necessary to a choice. \ 

b. Vice President. 

1. Chosen by. 

2. Candidates: how many? 

3. Voting. 

4. State power. 

5. Quorum. 

6. Necessary to a choice. 

C. Qualifications for the President. (11:1:4.) 

1. Age. 

2. Citizenship. 

3. Inhabitancy. 

4. Am. XIV. 

a. Not holding any other office. 

b. Not guilty of disloyalty. 

D. Vacancy: created by — 

1. Expiration of term. 

2. Death. 

3. Temporary inability. 

4. Impeachment and conviction of — 

a. Bribery, treason, misdemeanors. 

E. Vacancy filled by — 

1. Election. 

2. Vice President. 

3. Cabinet. (See succession law.) 

F. Salary. 

1. Constitutional provision. 

2. The law. 

G. Oath of office. (11:1:7.) 

H. Powers. 

1. Military. (11:2:1.) 

2. Civil. (11:2 and 3.) 

a. Legislative. 

1. Send messages to Congress. 

2. Sign or veto bills. 

3. Call exti-a session of Congress. 

4. Adjourn Congress when the Houses fail to agree to 

adjourn. 



134 High School Course of Study. 

H. Powers — continued. 

2. Civil. (11:2 and 3.) 

b. Executive. 

1. Sole powers. 

a. Commander-in-chief of army and navy. 

b. Demand reports. 

c. Appointment to some inferior offices. 

2. Shared powers. 

a. To make treaties. 

b. To appoint — 

1. Diplomats. 

2. Judges. 

3. Some civil service. 

c. Judicial power. 

1. Pardon. 

2. Amnesty. 

3. Reprieve. 

4. Commutation. 

5. Pa;role. 

I. Duties. . 

1. The President at all times must himself be governed by law. 

2. He must execute the laws. 

What two means to that end has he at his command? 

3. Recommend measures to Congress. 

4. Receive foreign representatives. 

The cabinet is a strong arm of the executive, yet it rests upon narrow constitutional 
grounds. (11:2.) The work of the cabinet is sufficiently set forth in Boynton, ch. XII. 

III. ARTICLE III. — The Judicial Department. 

A. Organization. (111:1:1.) 

1. One supreme court. 

2. Inferior courts. 

B. Appointment of judges. 

1. By President with consent of Senate. 

2. During good behavior. 

C. Salary. 

1. Constitutional statement. 

2. Present amount. 

D. The courts. 

a. Regular. 

J. Supreme. 

a. Time of meeting. 

b. Number of judges. 

c. Original jurisdiction. 

d. Appellate jurisdiction. 

2. Appellate courts. 

a. The number of courts. 

b. Held by what judges. 

c. Purpose of the court. 

d. Its jurisdiction. 

3. District courts. 

a. The present numbei'. 

b. A district is either a state or a part of a state. 

c. Its jurisdiction. 

d. Cases, where brought. 

4. The commerce court. 

a. Appointment of judges. 

b. Jurisdiction of the court. 



Civics. 135 

D. The courts — continued. 
b. Irregular. 

1. Court of claims. 

a. Where held. 

b. Judges. 

c. Purpose of the court. 

2. District of Columbia court. 

a. Judges. 

b. Jurisdiction of the court. 

3. Territorial courts. 

a. Where established. 

b. Judges — tenure of office. 

c. Jurisdiction of the court. 

4. Consular courts. 

The judicial duty of a consul may be to hold court for any 
one of the following reasons: 

a. To examine for crime committed on the high seas. 

b. To hear complaints of seamen. 

c. To reclaim deserters. 

d. To extend relief to destitute seamen. 

e. To probate wills. 

f. To conduct a trial in half-civilized countries when an 

American citizen is party to the suit. 

IV. ARTICLE IV.— The Relation of States. 

A. To each other. 

a. Analyze the "full faith and credit" clause. 

B. To the citizens. 

a. Privileges. 

b. Immunities. 

C. To territory. 

a. Control. 

b. Admit to statehood. 

1. Methods. 

a. Discover three processes. 

2. What states have been admitted? 

D. Historical topics. 

In what way are the following related to the general subject? 

a. The Missouri compromise, 1820. 

b. The compromise of 1850. 

c. The Kansas-Nebraska act, 1854. 

d. The Dred Scott case, 1857. 

E. The preamble sets forth the purposes of the constitution; why was 

article IV written? 

V. ARTICLE V. — Amendments. 

A. How secured. 

First method: 

1. Proposed by two-thirds vote of each house of Congress. 

2. Ratified by legislatures of three-fourths of the several 

states. 
Second method: 

1. Proposed by two-thirds vote of each house of Congress. 

2. Ratified by conventions in three-fourths of the several 

states. 
Third method : 

1. Proposed by a convention called by Congress. 

2. Ratified by the legislatures of three-fourths of the several 

states. 
All amendments so far have been secured by the first method. 



136 High School Course of Study. 

B. Amendments adopted. 

The first ten, 1791: Personal rights. 

The eleventh, 1798: Citizens can not sue a state. 

The twelfth, 1804: Changed method of electing president. 

The thirteenth, 1865: Freed the slaves. 

The fourteenth, 1868: Defines citizenship. 

The fifteenth, 1870: Protects the right to vote. 

What may be our sixteenth and seventeenth amendments? 

C. Amendments prohibited. 

1. Absolute. 

a. Before 1808. (1:9:1.) 

b. Method of direct tax. (1:9:1 and 4.) 

2. Conditional. 

a. AflFecting the equal right of a state. (1:3:1.) 

VI. ARTICLE VI. — National Integrity and Law. 

A. National debts. 

All debts contracted and engagements entered into before the 
adoption of this constitution shall be as valid against the 
United States under this constitution as under the con- 
federation. 

B. Supreme law. 

a. This constitution. 

b. The laws of the United States. 

c. Treaties made from 1789 to the present. 

C. Persons under oath to support the constitution. 

a. Those who make the law. 

b. Those who enforce the law. 

c. Those who interpret and apply the law. 

VII. ARTICLE VII.— Ratification. 

A. Conditions: 

The ratification of the conventions of nine states shall be sufficient 
for the establishment of this constitution between the states 
so ratifying. 

B. Questions. 

a. Over how many states was the constitution to be binding? 

b. What original state did not help write the constitution? 

c. When did this constitution go into full operation? 

THE STATE CONSTITUTION. 

1. Definition: 

The state constitution is a written instrument defining the power.s 
of the state and distributing those powers to the various 
branches and departments thereof. 

2. Branches. 

A. Legislative. 

a. House of representatives. 

1. Apportionment: how obtained? 

2. Members: number, term, chosen, qualifications. 

3. Districts. 

4. Officers of the house. 

b. Senate. 

1. Apportionment: how obtained? 

2. Members: number, term, chosen, ciialifications. 

3. Districts. 

4. Officers of the senate. 

c. Sessions: time, number, quorum, adjournment. 



Economics. 137 

Branches — continued. 

d. Duties and powers: journal, voting, salary. 

e. Law-making: Define a bill, a law; give the form of the 

enacting clause; readings, veto, publication. 

f. Locate on a map your congressional district; your state 

representative district; your state senatorial district. 

B. Exectitive. 

1. Make a list of seven executive officers. 

2. Qualifications required. 

3. Administrative officers and boards: their duties. 

a. Railroad Commissioners. 

b. State Board of Education. 

c. Board of Agriculture. 

d. Board of Equalization. 

e. Regents of state institutions. 

f. Board of Control. 

4. The election, term and duties of officers in the following : 

a. The county. 

b. The township. 

c. The city. 

d. The school district. 

C. Judicial. 

1. Supreme court. 

a. Judges: election, tenure, qualification, salary. 

b. Jurisdiction, terms of court. 

2. District courts: how organized, number, election of 

judges, salary, term. 

3. Probate courts: number, election of judges, qualification, 

salary, term, jurisdiction. 

4. Justice of the peace courts: number, election, term, 

salary, jurisdiction. 

5. City courts: created by what authority? number, term, 

election, salary, jurisdiction. 

6. Explain — 

a. Difference between civil and criminal case. 

b. Between damage case and an injunction case. 

c. Between grand jury and petit jury. 



ECONOMICS. 

INTRODUCTION. 



There are many good introductory texts in economics, but an ex- 
cellent one for use in the high schools of this state is Bullock's Intro- 
duction to Economics, upon which this course is based. 

This text is taken as a guide and should be studied intensively, yet it 
is recommended that from thirty to fifty pages in one of the following 
books be read and outlined each week: Seager's Introduction to Eco- 
nomics; Seligman's Principles of Economics; Ely's Outlines of Eco- 
nomics; Fetter's Principles of Economics; Blackmar's Economics; Had- 
ley's Economics; Bullock's Selected Readings. 

The average class will be unable to complete this amount of work in 
a half-year; hence chapters 14 and 15 in the text may be omitted with- 
out serious loss. 

There is scarcely a lesson after chapter 3 in which economic principles 
can not be applied to practical life about us. In this way a great deal 
of so-called laboratory work can be done, which will not only make the 
subject more interesting but aid the pupil to incorporate economical living 
in his own daily life. It will assist him more easily to understand much 
of the complex business of to-day. 



138 High School Course of Study. 

ECONOMIC HISTORY OF THE UNITED STATES. 

I. Westward expansion. 

a. Six stages of expansion. 

b. Meaning of "American frontier." 
II. Land tenures. 

a. Condition in Europe. 

b. In the United States. 

1. Economic explanation of difference between the North 
and the South. 

c. Meaning of "public domain." 

1. What territory has never been a part of this? 

2. Manner of disposal. 

3. Result of past system of disposal. 

III. Growth of population. 

a. Number and distribution at close of intercolonial wars. Be- 

ginning of Revolution. 

b. Increase. 

1. Naturally. 

2. By immigration. 

3. Causes of each. 

c. Causes of mobility of population. 

d. Causes of growth of cities. 

IV. Systems of labor. 

a. Need of laborers. 

b. Kinds. 

1. Free persons, unable to pay transportation. 

2. Political or criminal offenders. 

3. Debtors or those sold for criminal offenses. 

c. Contrast colonial system with slavery. 

d. Causes of decline and end of system. 

e. Slavery. 

1. Early history. 

2. Growth in United States. 

3. Economic reasons for slavery. 

4. Disposition of Southern leaders; Northern leaders. 
•5. The question of abolition. 

6. An economic impedient of the South. 

7. Abolition, a removal of a barrier. 

f. Free laborers: 

1. How recruited. 

2. Scarcity caused by free land. 

g. Class of laborers in the colonies. 

1. Agriculturists and domestics. 

2. Skilled. 

3. Unskilled. 

h. Status of labor at present. 

THE GROWTH OF FOUNDATIONAL INDUSTRIES. 

I. General view of all industries. 
II. Fur trade and cattle raising. 

a. Distribution of each industry. 

b. Economic significance of fur trading. 

c. Reasons for English colonization in America, rather than 

French or Spanish. 

III. Agriculture. 

a. Early colonial history; later history of cereals. 

b. History of grasses, vegetable products, etc. 

c. Difference between extensive and intensive farming. 

d. Present problem of conservation of soils in America. 

IV. Fisheries and mining. 

a. History and development of each. 



Economics. 139 

MANUFACTURES AND TRANSPORTATION. 

I. Colonial manufactures. 

a. During the eighteenth century, in the home and on the farm 

as an economic unit. 

b. Production for markets. 

c. Early manufactures. 

d. Hindrances to colonial manufactures. 

1. Limitations and prohibitions of England. 

2. Sectionalism. 

3. Scarcity of labor and high wages. 
8. Hamilton's report in 1791. 

II. Industrial revolution. 

a. Time. 

b. Economic condition in England. 

1. Along the line of manufacturing. 

2. Commerce and transportation. 

3. Status of labor and capital. 

4. Experience of Adam Smith. Who was he? 

5. Names of inventors and inventions. Effect of each 

invention. 

c. Results of revolution in England. 

1. Concentration of capital in factories. 

2. Concentration of machinery. 

3. Division of labor and better organization. 

4. Laws and customs become obsolete. 

5. Appearance of competition. 

6. Destruction of medieval restrictions. 

d. Conditions in the United States. 

1. In manufacturing. 

2. Prohibitions and inventions. 

3. Results of embargo acts. 

III. Transportation. 

a. Early history. ,, 

b. Internal improvement during "Era of Good Feelmg. 

1. Cumberland road. 

2. Period of canal building. 

3. Beginning of railroad building. 

4. Five stages in railroad building. 

5. Present tendency. 

IV. Ship building. 

a. Colonial period. 

b. National period. Hindrances to American shippmg. 

c. First period of steamships. 

d. Causes for decline of our merchant marme. 

1. Effect of privateers during Civil War. 

2. Construction of iron vessels in England more cheaply 

than in America. 

3. American vessels built of wood. 

4. Slowness of Americans to turn to steamships. 

5. Cost of American labor. 

V. Textile industries. 

a. Effect of embargo acts and power loom. 

b. Distribution of cotton industry. 

c. Causes for slow growth of woolen industry. 

VI. Iron and steel industries. 

a. Result of industrial revolution. 

b. Effect of imnroved methods. 



140 High School Course of Study. 

CONSUMPTION OF WEALTH. 

I. Definition of "economics." (Consult other texts for at least ten 
definitions.) 

II. Origin of human wants. 

a. Difference between wants of man and lower animals. 

b. Between savagery and civilization. 

III. Development of human wants. 

a. Mark of progress of human race. 

IV. Classification of wants. 

a. Wants for material things. 

b. Personal services. 

c. Existence. 

d. Culture. 

V. Economic goods. 

a. Definition of utility, wealth. Illustrate each from daily ob- 

servation. 

b. Difference between economic and free goods. Illustrations. 

c. Kinds of utilities with illustrations of each. 

1. Elementary. 

2. Form. 

3. Place. 

4. Time. 

VI. Consumption of wealth. 

a. Consumption is the destruction of utilities. 

1. Difference between durable and perishable wealth. 

2. Sacrifice necessary in consumption and production. 

VII. Law of diminishing utility. 

a. Illustrate the law, as well as show total and marginal utility. 

b. Illustrate the economic order of consumption, graphically. 

VIII. Distinguish between present and future goods, productive and 
final consumption, 
a. Use illustrations from daily experiences. 

IX. State principles of Engel's law. 

a. Apply same from individual experiences. 

X. Economy in consumption. 

a. Meaning of "standard of living." 

b. Difference between a luxury and a necessity. 

XL Household economy. 

a. Five means of waste in consumption of food. 

XII. Saving. 

a. Two forms. 

b. Great importance of saving. 

c. Desirability of saving. 

XIII. Demand. 

a. Definition. 

b. How are sacrifices measured? Illustrate. 

c. How does it vary? Illustrate fully. 
Daily problems: 

1. Is an automobile a culture or existence want? Your reasons. 

2. Is an old spinning wheel wealth? Your reasons. 

3. Mr. A. is a lawyer. Are his personal services economic 

goods? Why? 



Economics. 141 

PRODUCTION OF WEALTH. 

I. Production in general. 

a. Production is the creation of utilities. 

1. Compai'e with consumption. 

2. Natural and accidental wealth creation. 

3. Various forms of productive industry. 

4. Incentive to labor. 

5. Personal services as instruments of production. 
II. Factors of production. 

a. Nature. 

b. Man or labor. 

1. Classification. 

2. Standard of living. 

c. Capital. 

1. Wealth used in further production of wealth. 

2. Concrete forms. 

3. Other classifications. 

4. Process of formation. 

5. Influence to saving. 
III. Localization of an industry. 

a. Proximity to a market. 

b. Conditions of climate and soil. 

c. Mineral resources. 

d. Water ways and water power. 

e. Proximity to labor supply. 

f. Special influences. 

g. Advantages of an established center. 

THE PRODUCING OF WEALTH. 

I. Organization of the factor of production. 

a. Simple associated effort. 

b. Division of occupation. 

c. Division of laboi*. 

1. Four advantages. 

2. Four disadvantages. 

3. Two ways in which disadvantages may be overcome. 

d. Exchange of products. 

e. Cooperation of productive factors. 

1. Entrepreneur system. 

2. Business partnership. 

3. Corporation. 

4. Cooperative production (students' clubs). 

5. Management by state. 

f. Participation in production by the state. Five ways. 

The preceding classification can and sliould be accompanied by illustration from 
daily experiences. 

II. Stages in the development of production. 

a. Hunting and fishing. Four conditions. 

b. Pastoral stage. Three conditions. 

c. Agricultural. Five conditions. 

d. Manufacturing. Five conditions. 

e. Industrial. Five conditions. 

III. Freedom of investment of capital and labor. 

a. Inducement. 

b. Condition in France, England. 

c. Issuance of charters. 

IV. Analysis of cost of production. 

a. Elements of sacrifice. 



142 High School Course of Study. 

V. Investment of labor and capital. 

a. Law of diminishing returns. 

1. Applied to agriculture, manufacturing, minin'^. 

2. Make practical application from local industries. 
VI. Large-scale production. 

a. Advantages. 

b. Counteracting forces. 

THE THEORY OF EXCHANGE. 

I. Exchange in general. 

a. Development of exchange. 

1. Among civilized peoples. 

2. Various stages. 

b. Advantages. 

1. An old view^. 

2. Other present-day advantages. 

c. Mechanism. 

II. Value. 

a. Meaning of value, price, market, and competition. 

III. Market value. 

a. Definition. 

b. Meaning of demand and supply. 

c. Illustration of law of demand and supply. 

d. Forced sales. 

IV. Normal value. 

a. Difference between normal and average price. 

b. Illustration of force governing normal value. 

c. Industrial versus commercial competition. 

d. Elements in cost of production. 

1. Labor. 

2. Abstinence. 

3. Differences in cost of production. 

4. Competition breaks down. 
V. Exceptions to theory of normal value. 

a. Custom and value. 

b. Failures of competition. 

c. Taxes. 

d. Mistakes in production. 

e. Large fixed capitals. 

f. Products and by-products. 

g. Expenses. 
h. Monopolies. 

MONEY. 

I. Development of metallic money. 

a. Origin of money. 

b. Reasons for precious metals used as money. 

c. History of coinage. 

d. Characterize the following terms : free and gratuitous coin- 

age, brassage, seigniorage. 

e. Origin of coinage systems. 

1. Work of various governments. 

2. Meaning of legal tender. 

3. Different forms. 
II. The value of metallic money. 

a. Marginal utility. 

b. Explain changes in general price. 

c. Effect of demand and supply of money on general price. 

d. Effect of cost of production of precious metals. 

e. History of the production of gold and silver. 

f. Name and illustrate the four functions of money. 



Economics. 143 

III. Debased money. 

a. Define accurately. 

b. State Gresham's law and give its limitations. Who is 

Gresham? 

c. Causes leading to increase in silver coinage. 

d. Effect of supply of bullion on silver coinage. 

IV. Inflation and contraction. 

a. Meaning. 

b. Evils of sudden change: May be overcome by rates of in- 

terest. 

V. Government paper money. 

a. Nature. 

b. History. 

c. Arguments for and against. 

d. Meaning of convertible paper money. Illustrate, 

MONEY AND CREDIT. 

I. Credit and instruments of credit. 

a. Definition. 

b. Five instruments. Teacher should secure all forms for use 

of class. 
II. Banks as institutions of credit. 

a. Three functions. Illustrate each definitely by concrete ex- 

amples. 

b. Illustrate banking system. 

III. Advantages and disadvantages of credit. 

IV. Distribution of precious metals. 

a. General distribution and acceptance. 
V. Summary. 

a. What is money? Credit and representative money? 

b. Effect and influence of credit. 

c. Limitations of credit. 

STEPS IN MONETARY HISTORY OF THE UNITED STATES. 

I. In 1792 Congress established a coinage system. 

a. Silver and gold coins made legal tender at the ratio of 15 

to 1. 

b. This undervalued gold, as the market value of silver bullion 

vi^as 15.61 to 1. Thus gold disappeared. Practically a 

silver basis. 

II. In 1834-'37 the silver dollar was given a pure-contents weight of 

371.25 grains, gold 23.22 grains. Ratio was 15.9884- to 1. 

Gold was overvalued and silver disappeared. Nominally a gold 

standard. Note how Gresham's law apphed in both instances. 

III. In 1850 gold was discovered in Cahfornia. Silver dollar worth 

$1.02. Fractional currency was debased. 

IV. In 1862 greenbacks were issued. Banks were forced to suspend 

specie payment, and thus paper money depreciated. 
V. In 1875 bonds were issued to redeem greenbacks in 1879. 
VI. Congress decides to reissue greenbacks in 1878, whether redeemed 

or received as taxes. 
VII. Redemption of greenbacks in 1879. 
VIII. Establishment of present national banking system in 1863-'64. 

a. National comptroller of the currency, to whom each bank 

must report five times annually. Banks inspected. 

b. Capital stock of at least $25,000 and stockholders liable for 

twice the par value of the stock. 

c. A certain portion of capital must be invested in United 

States bonds deposited with the treasury. 



144 ' High School Course of Study. 

VIII. Establishment of present national banking system — continued. 

d. Banks must issue notes on security of these bonds to par 

value of same. 

e. These notes are not legal tender, but are acceptable for 

taxes, not imports. Redeemable at all banks. 

f. Banks must deposit fund equal to 5 per cent of outstanding 

notes. 

g. Banks in small cities must keep, as a reserve, 15 per cent 

of deposits, and may deposit 60 per cent of this in reserve 

banks. The latter must keep as a reserve 25 per cent of 

deposits, and may deposit in a central bank 50 per cent of 

this 25 per cent, 
h. Banks are taxed one-half of 1 per cent on their circulation; 

state banks 10 per cent; hence, prohibiting their issuance 

of notes. 
IX. Demonetization of silver by the "crime of '73." 
X. Bland-Allison act of 1878. Who were these men? 

a. United States should purchase not more than four million 

and not less than two million dollars' worth of silver 

bullion. 
XI. Repeal by the Sherman act of 1890. Who was Sherman? 

a. The secretary of the treasury should purchase 4,500,000 

ounces of silver bullion — price, one dollar for 371.25 grains 

— payable in treasury notes, which could be reissued. 

These were legal tender. An instance of borrowing money 

in time of peace for the mere running expenses of the 

government. 
XII. Repeal of Sherman act in 1893. 

XIII. Legislation of 1900. 

a. Gold was made the standard. 

b. $1,500,000 in gold was set aside to redeem greenbacks and 

treasury notes. 

c. Secretary of the Treasury might issue bonds in case of 

necessity. 

XIV. Review all kinds of money, and tell what security each kind of 

paper money has. 

a. Gold certificates. 

b. Silver certificates. 

c. Greenbacks. 

d. Treasury notes. 

e. National bank notes. 

f. Gold coins. 

g. Silver dollars. 

h. Subsidiary money. 
All forms of paper money should be secured and exhibited to class. 
XV. Bimetalism. 

a. Results of national bimetalism. 

b. Results of gold monometalism in various countries. 

c. History of silver bimetalism. 

d. Arguments in favor of international bimetalism. 

MONOPOLIES. 
I. Nature of monopolies. 

a. Definition. 

b. Monopoly, how fixed? 

. c. Classes : Define and illustrate each from daily experiences. 
See history of Standard Oil Company in the Outlook of 
December 4, 1909. 
II: Genei'al considerations. 

a. Influence and complexity. 
' b. Real test. 



Economics. 145 

III. Problem of natural monopolies. 

a. Private ownership and public control. 

b. Public ownership. 

c. Municipal ownership. 

IV. Capitalistic monopolies. 

a. Arguments in favor. 

b. Opposition. 

V. Final considerations. 

a. Competition. 

b. Reasons for success. 

c. Future of monopolies. 

RAILROAD TRANSPORTATION. 

I. Competition and combination. 

a. Early history. 

b. Competition. 

1. History of the interstate commerce movement. 

2. History of the Northern Securities case. 

c. Consolidation. 
II. Rates. 

a. History of freight rates. 

b. Local discriminations. 

. c. Competition of routes and markets. 

d. Unjust discriminations. 

III. Public control. 

a. Early policy. 

b. Later policy. 

c. Provisions of interstate-commerce law. 

d. Legal difficulties. 

e. Various amendments and act of 1906. 

f. Government ownership. 

INTERNATIONAL TRADE. 

I. Foreign trade of the United States. 

a. Character of export and import trade. 

II. International commerce. 

a. Mechanism. 

b. Exchanging. 

c. Use of money and banks. 

d. Advantages. 

III. International values. 

a. Immobility of labor and capital. 

b. International trade. 

IV. Restriction of international trade. 

a. Customs or duties. 

b. A tariff for revenue. 

c. A tariff with incidental protection. 

d. History of protective tariffs. Instructor can show this nicely 

by means of a graph. 

1. Effects'. 

2. Relation of tariff to wages. 

3. Justification for a protective tariff. 

LAND NATIONALISM. 

I. Land nationalism. 

a. English Land Tenure Reform Association. 

b. Henry George and the single-tax theoiy. 

c. His plan of land nationalization. 

- 10 



146 High School Course of Study. 

II. Socialism. 

a. Definition. 

b. Cardinal elements. 

c. Compare with George's theory. 

d. Misuse of socialism. 

e. Early rise of socialism. 

f. Objections. 

g. Justification of our present system. 

ECONOMIC FUNCTIONS OF GOVERNMENT. 

I. Functions performed by the government. 

a. Importance. 

b. Former and present views. 

1. The mercantilists. 

2. Views of Adam Smith. 

3. Laissez faire theory. 

II. Modern theories of governmental functions. 

a. Anarchism. 

b. Different views of individualists. 

c. Socialists. 

III. Functions of government as considered by individualists. 

a. Five classes of functions. 

b. The question of government control. 

GOVERNMENTAL EXPENDITURES AND REVENUES. 

I. Public expenditures. 

a. Classifications. (The teacher should obtain a tax receipt for 

the present fiscal year, and show the class for what pur- 
poses all direct taxes are used.) 

b. Growth. 

II. Public revenues. 

a. Six main branches of income. 

b. Purpose and methods of taxation. 

III. Taxation. 

, a. Customs. 

1. Specific. 

2. Ad valorem. Illustrate each form with concrete ex- 

amples. 

3. Method of collection. 

b. Excise. 

1. History. 

2. Method of collection. 

c. Taxes on transactions. 

d. Poll taxes. 

c. Property tax: Diflficulties arising. 

f. Corporation taxes. 

g. Licenses. 

h. Inheritance tax: Difficulties arising, 
i. Income tax. 

1. Legal difficulties. 

2. Method of administration. 

j. Part taken by nation, state and local units in taxation. 



High School Course of Study. 147 

CITIZENSHIP. 

One-half unit. 

For a number of years civics has not had a prominent place in the 
curriculum of Kansas high schools. A more or less critical study of the 
constitution of the United States represents the character of work done in 
those schools which maintain classes in civics. Latterly this subject has 
been placed in the junior or senior year. For the two reasons stated, the 
vast majority of high-school pupils are no longer afforded an opportunity 
to study the constitution, and very little training is offered in the ele- 
ments of citizenship. The consensus of opinion now appears to be that 
larger stress should be placed upon this important subject, and that early 
in the high-school course pupils should be taught the fundamental prin- 
ciples and duties of citizenship. This does not necessarily mean the con- 
ventional study of the constitution, 1 ut is intended to cover a discussion 
of individual rights and the basic principles upon which any true democ- 
racy must rest. 

A most excellent text in this subject and one well adapted to this grade 
of work is "Training for Citizenship," by Smith, published by Longmans, 
Green & Co. 



LATIN. 

Four units. 



Two, three or four of the following units may be offered: 

1. The Beginner's Book. 

2. Four Books of Cassar, or an equivalent, and Latin prose composi- 
tion. 

3. Six orations of Cicero, or an equivalent, and Latin prose composi- 
tion. 

4. Six books of Vergil's ^neid, or an equivalent. 

A full year must be given to each of these units. No credit should be 
given for less than one unit. If three units are offered, it is preferred 
that they be 1, 2 and 3; but 1, 2 and 4 may be accepted. No combination 
of Cicero and Vergil should be counted as one unit. 

The foregoing statement is in complete harmony with the report of 
the Commission on College Entrance Requirements, appointed by the 
American Philological Association. That report has been accepted by the 
great majority of good institutions all over the country, and has been 
officially 'adopted as its own by the North Central Association of Schools 
and Colleges. The report is formulated in terms which apply directly to 
those institutions which admit only on examination, but is intended also 
for those which admit on certificate. The report follows : 

REPORT OF COMMISSION ON COLLEGE-ENTRANCE REQUIREMENTS IN LATIN. 

/. Amount and Range of the Reading Required. 

1. The Latin reading required of candidates for admission to college, 
without regard to the prescription of particular authors and works, shall 
be not less in amount than Caesar, Gallic War, I-IV; Cicero, the orations 
against Catiline, for the Manilian Law, and for Archias; Vergil, iEneid, 
I-VI. 

2. The amount of reading specified above shall be selected by the 
schools from the following authors and works: Caesar (Gallic War and 
Civil War) and Nepos (Lives) ; Cicero (orations, letters, and De Senec- 
tute) and Sallust (CatiHne and Jugurthine War) ; Vergil (Bucohcs, 
Georgics, and ^neid) and Ovid (Metamorphoses, Fasti, and Tristia). 



148 High School Course of Study. 

//. Subjects and Scope of the Examinations. 

1. Translation at Sight: Candidates will be examined in translation 
at sight of both prose and verse. The vocabulary, constructions, and 
range of ideas of the passages set will be suited to the preparation se- 
cured by the reading indicated above. 

2. Prescribed Reading: Candidates will be examined also upon the 
following prescribed reading: Cicero, orations for the Manilian Law and 
for Archias, and Vergil, MnQid, I, II and either IV or VI at the option 
of the candidate, with questions on subject-matter, literary and historical 
allusions, and prosody. Every paper in which passages from the pre- 
scribed reading are set for translation will contain also one or more pas- 
sages from translation at sight; and candidates must deal satisfactorily 
with both these parts of the paper, or they will not be given credit for 
either part. 

3. Grammar and Composition: The examinations in grammar and 
composition will demand thorough knowledge of all regular inflections, all 
common irregular forms, and the ordinary syntax and vocabulary of the 
prose authors read in school, with ability to use this knowledge in writing 
simple Latin prose. The words, constructions, and range of ideas called 
for in the examinations in composition will be such as are common in the 
reading of the year, or years, covered by the particular examination. 

THE beginner's BOOK. 

The all-important thing in the first year is that the pupil shall acquire 
a perfect knowledge of the forms of declension and conjugation. This 
means the ability not merely to repeat the paradigms correctly, easily, 
and rapidly, but to recognize instantly and certainly each case and verb 
form when met in isolation. Vocabulary and syntax are important, too, 
hut they can be learned in later years, while a pupil who gets through the 
first year without learning the forms has little prospect of ever learning 
them. And no pupil who has to stop and think out or look up the'identity 
of the forms he meets in his reading can ever read easily. There is only 
one way to teach this command of forms, namely, drill — drill at the first 
occurrence of a paradigm, drill in the regular reviews, drill at unexpected 
times all through the year. The teacher who can not stand the drudgery 
of drills ought not to teach beginning Latin. Analysis into stems and 
endings may help some pupils a little, but it can not take the place of 
thorough drilling. Besides the frequent repetition of paradigms, there 
must be many exercises in the recognition of isolated forms, given either 
orally or on the board. No beginner's book gives more of these exercises 
than are sufficient to serve as models. 

In the first year the pronunciation is fixed, and it is as easy to fix 
a rig^it one as a wrong one. The Roman method is of course the only one 
possible at present. A perfectly accurate pronunciation requires that 
long vowels be given twice the time given to short vowels, whether accented 
or not. This is contrary to English usage, and, for this reason, is so difficult 
that few teachers attempt it. But it is very easy to distinguish in quality 
between long and short vowels, especially as most preparatory books in- 
dicate the quantities; and there can be no possible excuse for permitting 
incorrect accents. Requiring pupils to mark the long vowels in all written 
^'ork is helpful, but will have no effect if they hear and use an incorrect 
pronunciation. The teacher should spare no pains in perfecting his own 
pronunciation; and he should always read to the class the Latin words in 
;the next day's lesson, and make sure that every pupil knows the correct 
pronunciation of every word before he learns it. 

C^SAR. 

If the work of the first year has been done well, Caesar is not too 
difficult an author to follow the beginner's book immediately. If Caesar 
is re?.d intelligently, he is very far from being too dull and monotonous 



Latin. 149 

for a year's work. Under these conditions, it is best to read, without 
substitution, four books of Csesar, or selections from the entire seven 
books equivalent in amount to the first four. Books V-VII are more in- 
teresting than books I-IV, and the teacher who is weary of I-IV may 
well omit portions of them, especially I, 30-55, and substitute portions 
of the later books, as V, 1-24; V, 24-52; VI, 11-28; VII, 66-90, 
But if the teacher desires to make a partial substitution of some other 
author, in place of one bopk of Csesar an equivalent amount of Viri Romse 
or Nepos may be used. Any of the second-year books offer an acceptable 
substitute for Caesar. 

At the end of the second year the pupil should have an accurate work- 
ing knowledge of all the common uses of the cases and modes. Therefore 
it is unavoidable that a drill on syntactical constructions should receive 
the chief attention during the reading of Caesar. But if Latin prose 
composition is properly emphasized, it will carry a large part of this 
burden, and will leave the class some time for getting at the contents of 
Caesar's story. It is a great mistake to make nothing but a grammatical 
drill-book out of Caesar. 

CICERO. 

The six orations should include the four against Catilina, the one for 
the Manilian Law; and the one for the Poet Archias may be recommended 
as the sixth. If a partial substitution is desired, Sallust's Catiline may 
be read instead of the Manilian Law and the sixth oration. This gives 
variety in the year's work and makes the setting to the Catiline speeches 
more vivid. 

The syntactical drill can not yet be subordinated, but it ought not to 
require so much time as during the second year. Pupils should make 
written abstracts of the speeches, so that they may get the contents of 
each as a whole; should be encouraged to read the Latin aloud with 
rhetorical emphasis; and should in every possible way be led to appreciate 
the fact that they are reading great speeches, not disconnected pages of 
Latin sentences. 

VERGIL. _ 

If the pupil has come up to the study of Vergil without a good work- 
ing knowledge of declension and conjugation forms and of case and mode 
uses, he is to be pitied. There ought to be too much to do to permit of 
much grammatical drill. This is the reason why Vergil ought always 
to follow Cicero in the course, not precede. Opinions may differ as to 
whether pupils find Cicero or Vergil the more difficult, although a com- 
parison of scholarly editions will prove that editors at least find Vergil 
vastly the more difficult. But while reading Cicero any teacher can find 
plenty of time for grammatical drill; while reading Vergil he ought not 
to be able to do so : and yet in his third year of Latin a pupil must have 
grammatical drill. 

First and foremost, the pupil should get the contents of the story. 
Fortunately few teachers fail to let their pupils do this in Vergil, how- 
ever they may teach Csesar and Cicero. Yet an occasional college stu- 
dent will say that he does not know whether or not he has read the story 
of ^neas's descent to the lower world. Secondly, the pupil must learn 
to read Vergil metrically. This does not mean that he should be taught 
painfully to divide the lines into feet, giving a reason for each step, and 
then be left to imagine that he has thus "scanned" Vergil. He should be 
taught to read the lines as smoothly and intelligently as so much English 
poetry; and this is no difficult feat. Only then will he feel that Vergil 
wrote poetry. It is not necessary to learn all the rules of quantity laid 
down in the grammars. If he has been taught to discriminate between 
long and short vowels in his usual pronunciation he will have no trouble at 
all. If not, Auxilia Vergiliana, a little pamphlet published by Ginn & Co., 
shows how a few rules, well used, will carry him through almost all lines; 



150 High School Coursk ok Study. 

!Uid an oi'c'iKsioiial i-dVitMicc to tlic vocabulary will cloai- up tlio rost. If 
(ho U'arlicr is a convert in Uicoi-y to the docti-incs of Ualc or of Hennott, 
lot him ncvci-thcioKS hoi^in by toacliinfi; llio ohl-fasliionod way, with an 
ictus on tlio first syllablo of each'foot, and no word accent. Few pupils 
will make music of Verj>i]'s verso on any other plan. Thirdly, the pupils 
outrht to loarn a ji'ood (loal of niytholoi;-y — not theoivies about the origin 
5Mul inoanin;i,-s of tho ^-ods, but tlio stories which form so intetyral a p irt 
of much of our Mni>-lish literature. In addition to these m:vin topics, there 
are innumerable (luestions on matters literary and arcl.ieoloj'-ical which 
will occui' to the teacher who knows the literature of his subject. Many 
of these will serve to interest and stimulate tho pupil. 

LATIN PROSE COMPOSITION. 

Altliou^'h lhi> <>;oai in the study of Latin is the ability to road, rithor 
than to write, the lan<;'uaji,'e, yet accurate reading is impossible without 
a good conunand of vocabulary, form, and syntax; and this can be ac- 
quired by no oIluM- method so surely and quickly as by the writing of 
Latin. 

No manual of prose composition has been provided for in the text- 
book law, and the teacher may therefore choose tho one liest adapted to 
liis needs. There are two systems in vogue. Such books as Jones's 
Exercises in l/atin Prose Composition (Scott, Foresman & Co.) and 
Bennett's Latin Composition (Allyn & Bacon) take up the principles of 
syntax in logical oi'der, as they are given in the granunars, and give 
sentences which call for tho practical use of those pi-inciples. 'fhoir cliief 
purpose is to insure a systematic study and compi-ehonsion of the syn- 
tactical portioji of the grammar. Such books as Danioll's New Ijutin 
C^omposition (Sanborn & Co.) and IM on lion's Preparatory Latin Com- 
position (Ciiui & Co.) base their oxiM\'isi's closely on the texts of Caesar 
and Cicero, so that the pupil uses the words and constructions found in 
tho [)ortion of the text just read. Their chief merits are that thoy give 
practice in writing connected passages as well as disconnected sentences, 
and thoy encourage tho pupil to study closely tho text he is reading. But 
these merits seem outweighed by tho fact that thoy are necessarily loss 
systematic in pi'osonting tho principles of syntax, althougli the editors 
usually attempt with some success to remedy this defect. If a specific 
rocomniendation is desired, our preference would be for tho whole of 
Bennett, supidemented, if possible, by frequent exercises dictate 1 from 
a book of the other typo. This amount is not too large for the best 
intorotis of tho pupil, "since the more composition is omphasizei the loss 
needful it is to make moro-grannnatical drill-books of the Latin authors. 

The equivalent of one period a week should bo given to composition 
throvighout tho second and third years. Individual experience must de- 
termine how this shall be divided. Tho most usual method, and perhaps 
the best, is to give it one perio;! a week. Sometimes it is scilterel out, 
so that a little is done every day; but this is likely to make tlio work too 
scrappy and to lead lo its neglect. A few teachers spend several weeks 
together on composition alone, usually at the end of the year, and justify 
the plan on the ground that it interests tho pupils more. This is no doubt 
true. The dislike felt bv most pupils for composition is largely or wholly 
duo to the fact that th'oy do so little of it that it never becomes easy. 
But it must bo remembered that composition is practiced as an aid to 
reading, and this aid is lost unless the reading is carried on side by side 
with tiie writing. . 

If such a book as nanieU's is used, tho exercise assigned should always 
bo tho one based on the portion of the text just read by the class, even 
if S0110 exercises have to bo omitted. To let the writing lag far behind 
the vending defeats tho purpose of tho method. 



Latin. 151 

TICANSr.ATION. 

If translation i'k done well it is a better training in English expression 
than can be obtained from original composition on the part of the pupil; 
for in original composition he can usually avoid expressing at all any idesi 
which he can not express easily, while in translation he is forced to give 
expression to every idea of his author. There is therefore a sad waste of 
opportunity if the teacher allows himself to be satisfied with slipshod, 
slovenly translation. Yet the mistake is prevalent, for "translation Eng- 
lish" has become a .synonym for a certain kind of language which is 
never heard outside of the classroom except for humorous effect. It con- 
sists in part merely of the overworking of some very good words an I 
phrases. A modern general might sometimes urge or encourage his men; 
Caesai- always "exhorted" his. We sometimes can not do tfiings; the 
ancients were always "unable" to do them. A worse feature of "trans- 
lation English" consists of .so-called "literal translations" of Latin idioms. 
Some teachers even require such renderings, although monstrosities like 
"he said himself to be about to go" are not English at all, antl therefore 
are not translations. A good classroom translation must be goo'l English, 
and should at the same time show the disposition made of each word of 
the original. If one quality must be sacrificed let it be the latter, and let 
the teacher .satisfy himself by questions that the pupil understands the 
Latin. But the pupil can not always make a good translation unaide i, 
even if he undei'stands the Latin. This is the best reason for invariably 
reading the review lessons. <')n the advance lesson he must be expected 
to stumble and must be helped. But on the next day he should be re- 
quired to read through the lesson as smoothly and as perfectly as if he 
were reading so much English. 

Too many teachers unconsciously have the habit of correcting trans- 
lation by interjecting words and remarks while the pupil reads. If the 
pupil has prepared what he considers a good translation, this practice 
both irritates and discourages him. If he has not, it encourages him to 
prepare his translation in a slipshod way, trusting to hints from the 
teacher to carry him through. In either case, neither the pupil who 
recites nor the rest of the class can fit the teacher's suggestions into the 
pupil's translation. The pupil should always be allowed to read through, 
without suggestion, the portion assigned him, whether a sentence or a 
paragraph. "{"'he teacher should then comment on his mistakes, and 
finally should translate the whole properly. 

SUBJECT MATTER. 

A very common and very unfortunate defect in teaching is a failure 
to make sure that the pupil gets a good understanding of the subject 
matter of the Latin authors. To take Caesar, for example. Many pupils, 
many teachers even, find him dull and monotonous. No person could 
ever hold this opinion if he knew just what Caesar did in each of his 
campaigns, and had taken the pains to study out his routes, his battle- 
fields, his methods, and his motives. But no hi.story ever written would 
be interesting if read at the rate of half a page a day and studied solely 
from the point of view of his syntax. The language of Caesar must be 
the main object of attention; but the pupil ought to know the story as 
he reads it, ought to appreciate the bearing of every new chapter on 
the whole, ought to trace out all the movements on the map. The failure 
to get such an understanding makes the author dull, makes it harder to 
secure an adequate translation of the passages assigned for the daily 
lessons, and leaves the pupil at the end of his year's work with no com- 
prehension that he has been reading one of the world's great classics. If 
the average teacher feels .satisfied that his pupils are getting such a 
knowledge of the .subject matter of the authors they are readmg, he can 
easily test his results by an examination question. At the end of any 
book of Cae.sar let him a.sk his cla.ss, without previous warning, to write 
out a narrative of the campaign. To judge by what most college stu- 



152 High School Course of Study. 

dents remember of the contents of the preparatory authors, he will be 
surprised at the answers, if he gets any. 

The surest and best method of giving pupils this knowledge of the 
subject matter is requiring them to write out in notebooks brief sum- 
maries of each day's lesson, as a part of the next day's work. This should 
be supplemented by brief discussions, and by questions during the daily 
recitations and in examinations. It goes without saying that the teacher 
himself must have a full comprehension of the subject matter; and this 
he certainly will not have unless he makes a practice of reading at a 
sitting a whole campaign of Csesar, a whole oration of Cicero, or a 
whole book of Vergil. He will be much helped, too, by reading one or 
more of the books which are mentioned later. 

SIGHT READING. 

Sight reading has its value, though it has been overestimated. It is 
not worth doing at the expense of other things; but if there are a few 
minutes to spare at the end of the recitation, they may be well employed 
by letting the class read on into the next day's lesson without using either 
notes or vocabulary. This is better than taking Latin from some other 
source, because what is learned is fixed in the memory when the pupils 
read the passage again in preparation for the next day's recitation, and 
because it insures the attention of the whole class. 

The teacher should not be, misled by the importance given to trans- 
lation at sight in the report of the Commission on Entrance Require- 
ments. The Commission was dealing with examinations, not class 
practice. It did not wish a larger portion of the class period devoted to 
sight reading. It did wish the pupil to show that he had gained power by 
his study of Latin. The best method of preparing for such tests as the 
Commission intended is by thorough drill and hard work of the good old- 
fashioned kind. 

JOURNALS. 

Every teacher of Latin should be a member of the Classical Association 
of the Middle West and South. The membership fee of two dollars en- 
titles the member to receive two journals — the Classical Journal, which 
is the official organ of the association, and Classical Philology, which is 
more technical. The fee may be sent to Prof. H. J. Barton, Cham- 
paign, 111., who is treasurer of the association. The Classical Weekly, the 
organ of the Classical Association of the Atlantic States, may be ob- 
tained by sending one dollar to Prof. Charles Knapp, Barnard College, 
New York. 

BOOKS. 

The following list contains a few of the books which will be found most 
useful in the library of the high school or the teacher; the prices are 
quoted from the Publishers' Trade List Annual: 

Csesar. — Holmes, Casear's Conquest of Gaul (Macmillan & Co., $6.50) ; 
the best discussion of the military and geographical problems in Caesar. 
Fowler, Julius Caesar (G. P. Putnam's Sons, $1.50) ; perhaps the best life 
of Csesar. Judson, Csesar's Army, Ginn & Co., $1. 

Cicero. — Boissier, Cicero and his Friends (G. P. Putnam's Sons, 
$1.75) ; Forsyth, Life of Cicero (Charles Scribner's Sons, $2.50). 

Vergil. — Conington, Vergil (Macmillan & Co., 3 vols., each $3.25) ; the 
best English edition; volume II contains ^neid I-VI. Conington, Vergil's 
Poems in Prose (Longmans, Green & Co., $2). Dryden, Translation, sev- 
eral editions. Sellar, Vergil (Oxford Press, $2.25) ; the best literary 
criticism. Glover, Studies in Vergil (Edward Arnold, $2.25) ; most help- 
ful and suggestive. 

Grammars. — The teacher should have all the grammars commonly re- 
ferred to. 



1 



Greek. I53 

Lexicons. — Harpers' Latin Dictionary (American Book Company, 
$6.50). Lewis, Elementary Latin Dictionary (American Book Company 
$2). White, English-Latin Dictionary (Ginn & Co., $1.50). 

Dictionaries of Antiquities. — Harpers' Dictionary of Classical Litera- 
ture and Antiquities (American Book Company, $6 to $10). Seyffert 
Dictionary of Classical Antiquities (Macmillan & Co., $2.25). One or the 
other of these books is almost indispensable. 

Atlases. —Gmn's Classical Atlas (Ginn & Co., $1.25 to $2). Kiepert, 
Atlas Antiquus (Sanborn & Co., $2.50). Sanborn's Classical Atlas (San- 
born & Co., $1 to $1.75). 

Wall Maps.— Kiepert, get price-list from Rand, McNally & Co. The 
best and most expensive. 

History. — (See the department of history.) 

Histories of Literature. — Cruttwell, History of Roman Literature 
(Charles Scribner's Sons, $2.50). Mackail, Latin Literature (Charles 
Scribner's Sons, $1.25) ; this is itself a work of literature. 

Mythology. — Gay ley. Classic Myths in English Literature (Ginn & Co., 
$1.50). Guerber, Myths of Greece and Rome (American Book Company, 
$1.50). ^' 

Miscellaneous. — Bennett and Bristol, The Teaching of Latin and Greek 
(Longmans, Green & Co., $1.50). Fowler, Social Life at Rome (The Mac- 
millan Company). Hale, Art of Reading Latin (Ginn & Co., 25 cents). 
Johnston, Private Life of the Romans (Scott, Foresman & Co., $1.50). 
Johnston, Teaching of Second-year Latin, (Scott, Foresman & Co., free). 
Kelsey, Latin and Greek in American Education (The Macmillan Com- 
pany, $1.50). 



GREEK. 

Three units. 



1. Elementary Greek. Gleason's Greek Primer or White's First Greek 
Book, or an equivalent. Thorough mastery of declensions and conjuga- 
tions, and the main ideas of syntax. Xenophon's Anabasis begun, and 
twenty to thirty pages read. Goodwin's, Babbitt's or Goodell's Greek 
Grammar. 

2. Xenophon's Anabasis continued into or through the fourth book, 
or an equivalent amount of other Attic prose. Review of inflections. 
Systematic study of syntax in the grammar. Practice in writing Greek 
based on the text read. Constant training in sight reading. 

3. Homer's Iliad or Odyssey, five or six books, exclusive of the Cata- 
logue of Ships. Special attention to Homeric forms, vocabulary, and 
scansion. Constant practice in reading at sight. Seymour's School Iliad 
or Benner's Selections from Homer's Iliad. Perrin & Seymour's School 
Odyssey (edition with eight books). Attic prose composition once a 
week. Bonner's Greek Composition for schools. 

SUGGESTIONS TO TEACHERS. 

Special attention should be paid to the regular forms and construc- 
tions, the most common words and phrases and principles, leaving the 
irregular or uncommon to be learned when they occur in reading. Re- 
quire a firm grasp of the essentials. Review and repeat, but not to 
weariness. Go slowly at first, yet aim to get results as fast as possible. 

Help students to acquire a vocabulary, by grouping words when pos- 
sible, by bringing out the English derivatives, by having them mark, in 
both text and grammar, words or principles especially to be learned, 
and then review them often. Don't allow a student to turn to his lexicon 
or grammar to look up a word or principle until he is sure that it is 



154' High School Course op Study. 

necessary. Have him, if possible, originate some device of his own to 
remember the meanings of words. 

Go over as much as possible of the advance lesson each day. Have 
students pronounce and translate at sight; watch and teach or guide them 
how to read, leading them to bring forth and apply meanings of words 
and forms and principles of syntax they have already had and know. 
Explain as much as necessary, but leave something for them to do. 

Have students translate the words of a sentence in the order in which 
they stand in the original, and make good English afterwards. In read- 
ing poeti'y let them use a poetic order. 

Use the blackboard much;, let the students see what is necessary. 

Yet train the ear also. Have some oral work every day. Have stu- 
dents pronounce aloud, and let them translate some from hearing, espe- 
cially passages already translated from the book. If possible, introduce 
some conversational exercises, and have students learn some Greek by 
heart. 

Require a knowledge of the geography, history and mythology needed 
to understand the author being read, and something of his life, time and 
works. 

A few books that ought to be at command of students and teachers : 

Lord's Classical Atlas, Boston, Sanborn, $1 to $1.75. 

Botsford's History of Greece, New York, Macmillan, $1.10. 

Bury's History of Greece, New York, Macmillan, $1.90. 

Pennell's Ancient Greece, Boston, Allyn & Bacon, 60 cents. 

Butler's Story of Athens, New York, Century Company, $2.40. 

Jebb's Primer of Greek Literature, New York, Appleton, 40 cents. 

Capp's Homer to Theocritus (a history of Greek literature), New 
York, Scribner's, $1.50. 

Jebb's Homer, an Introduction to the Iliad and Odyssey, Boston, Ginn, 
$1.12. 

Goodell's Greek Lessons, New York, Holt, $1.25. 

Gulik's Life of the Ancient Greeks, New York, Appleton, $1.40. 

Harpers' Dictionary of Classical Literature and Antiquities, New York, 
Harpers, $6 to $10. 

Liddell & Scott's Greek Lexicon, New York, American Book Com- 
pany, $10. 

Hill's Illustrations to School Classics, New York, Macmillan, $2.50. 

Tarbell's History of Greek Art, New York, Macmillan, $1. 

Schuchhardt's Schliemann's Excavations, New York, Macmillan, $4. 

Tsoundas and Manatt's Mycenaean Age, New York, Houghton, Mifflin 

& Co., $6. . , A • T> 1 

Mycensean Troy, Tolman and Scoggin, New York, American Book 

Company, $1. ^.1/^01 

Weissenborn's Homeric Life, New York, American Book Company, $1. 
Leaf and Bayfield's Iliad with notes. New York, Macmillan, 2 vols., 

each, $1.40. ^ » ,, d t^ nn 

Moss's First Greek Reader, new edition, Boston, Allyn & Bacon, 70 

cents. 

Dickinson's Greek View of Life, London, Methuen, $1. 



High School Course of Study. 155 

GERMAN. 

Three units. 

The following statement of a standard high-school course in German was prepared by 
a committee of five, Prof. H. O. Kruse, of the University of Kansas, chairman, ap- 
pointed in 1910 at the annual meeting of German teachers. Acknowledgments are made 
by the committee to Professors Todd, of Washbui'n College, Carruth of the University of 
Kansas, Evans, of the Ohio State University, to the report of the California State 
Teachers' Association, the bulletin of the University of Wisconsin, and the report of the 
Committee of Twelve of the Modern Language Association of America. 

PURPOSE OF GERMAN IN THE HIGH SCHOOL. 

Among the purposes served by instruction in German may be men- 
tioned : 

1. The general disciplinary value of such instruction, such as: (a) 
"^lie training of the analytic and reflective faculties by stimulating com- 
and hence a discrimination. (6) The cultivation of precision of thought 
ang oC^lscont. (c) The training of memory and the development of 
tife power of steady application, {d) The better appreciation and com- 
prehension of English through the study of the kindred German language. 

2. The introduction to the life and literature of Germany, and the 
furthering of good citizenship through the knowledge and sympathy 
thereby gained. 

3. The preparation for pursuits that require a knowledge of German. 

4. The study of German may form the foundation for an accomplish- 
ment which may be of use in business and travel. 

While all these purposes are legitimate and none may be entirely 
ignored, the limitations of the high school on the one hand, the unequal 
values of the ends mentioned on the other hand, necessitate the placing 
of the emphasis on the general disciplinary values and the introduction 
to the life and literature of Germany. The study of language structure 
is, however, a necessary approach, the spoken and written language a 
helpful and stimulating means, the hope of linguistic accomplishment a 
valuable incentive, and the possible ultimate practical application a 
desirable concomitant result. 

PREPARATION FOR THE TEACHER OF GERMAN. 

It is desirable that the teacher of German shall himself be a master 
of the German language, with all that this implies. He should therefore 
be able to read, write and speak the language with ease and accuracy; 
should have a fair knowledge of its historic development and its relation 
to other languages of the Teutonic group; should have a fair knowledge 
of the literature and history, the life and customs of the German people; 
should adequately appreciate the Germans and their significance in the 
world; and as all this can not well be secured adequately in any other 
way, he should have spent some time among the Germans in Germany. 

It is needless to say that this ideal preparation for the teacher of 
German in the high schools is practically unattainable, since geographical 
conditions make the attainment too expensive; while low salaries and 
uncertain tenure do not offer sufficient incentives for the attainment of 
this ideal. However desirable this ideal preparation may be, and however 
worthy of efforts at attainment, the fixing of a minimum is more likely 
to be of immediate value. This minimum can not safely be placed below 
thirty-five to forty college semester hours, including the ten hours which 
most students of German obtain in the high school, and hence leaving 
a minimum of twenty-five to thirty college semester hours for the college 
or university courses. Among these may well be included a three-hour 
course designed especially for prospective teachers, which shall include a 
review of the elementary grammar, a treatment of the more general 
difficult constructions and idioms, and a discussion of purposes, aims and 
methods of modern language teaching. Where courses beyond this mini- 
mum are unattainable, it is urged that the prospective teacher supple- 



156 High School Course of Study. 

ment his work in German by careful reading of at least an elementary 
text on the history of Germany, such as Henderson's or Lewis's, and one 
on the history of German literature, such as Priest's or Calvin Thomas's. 
No teacher should be satisfied with this minimum, but should press 
forward toward higher attainment. Summer courses at our colleges and 
universities offer opportunities; books are plentiful, relatively inexpensive 
and easy to procure; high-school libraries are becoming more extensive 
and appropriations for the library more liberal. By systematic improve- 
ment of opportunities a teacher may hence in time approximate closely 
to the ideal preparation for the teacher of a modern language. 

A THREE YEARS' COURSE IN GERMAN FOR SECONDARY 

SCHOOLS. 

INTRODUCTORY REMARKS. ., ^ 

A .well-rounded course in a modern language should provi '" * .^ a a 

in reading, grammar, speaking and composition, but as all 0/^ ,?i9Fy ^"'aT "^ 
with the language, and hence are interrelated, this relatioriship shomy 
be borne in mind even when, for pedagogical reasons, the emphasis is 
placed on any one of them. After the preliminary lessons on forms and 
structure of German words and sentences, reading will most readily form 
the basis of the instruction and may furnish most of the material for 
speaking and composition. 

FIRST YEAR. 

PRONUNCIATION. 

German should be taught as a living language, and hence at the 
outset great attention should be paid to correct pronunciation. Pupils 
should be trained to imitate the correct sounds as exemplified in the 
best pronunciation of the teacher, not to substitute the nearest equivalent 
in the pupil's English. At times it will be advantageous to call attention 
to the manner of producing the sound in question and to contrast the 
same with the nearest equivalent in English. The teacher ought there- 
fore to have a correct pronunciation and at least an elementary knowl- 
edge of phonetics, such as may be obtained from Grandgent's German 
and English Sounds, Vietor's German Pronunciation, or Hempl's German 
Orthography and Phonology. The pupil's attention should from the 
outset be directed to certain differences between English and German 
sounds and their production, such as the following: 

1. The muscles at the mouth are more active in German than in 
English, and hence the vowel sounds are more clear and distinct in Ger- 
man. The protrusion of the lips in the sounding of round vowels is 
especially noticeable, and only in this way can the umlauts of and u be 
sounded. 

2. The tongue is likewise more active, more tense, and has greater 
range of motion in the production of German sounds, and hence wide, 
low and mixed vowels are relatively rare in German. Single vowels are 
single sounds, whereas in the English they are sometimes diphthongs. 

3. German final vowels are longer than in English and final e is 
never silent. 

4. Some German sounds have no equivalent in English, such as the 
ch sounds, the umlauts of and u, and one of the sounds of g. 

Careful drill on sounds similar but not identical in the two languages 
is hence very essential, as also careful drill on sounds found only in the 
German. While such drills are especially needed at the beginning of the 
course, they should be continued until the pupil's pronunciation is gen- 
erally satisfactory, and no mispronunciation should escape correction. It 
should also be remembered that pronunciation is not a matter of word 
alone, but also of entire phrases and sentences, the pronunciation of 
words varying with different associations. 



German. 157 

As pronunciation is more a matter of imitation than of scientific in- 
sight into the relation of sounds, no formal instruction in phonetics is 
recommended, but some knowledge of phonetics on the part of the teacher 
may sometimes enable him to correct faulty pronunciation in the pupil. 

THE SCRIPT. 

Some educators doubt the advisability of German script for American 
schools, but so long as the Germans quite generally use it, American 
schools do not seem to have a choice in the matter, and hence it is recom- 
mended that the German script be used from the outset, and continued 
through the first three semesters. The specimens contained in the gram- 
mar text will be found quite adequate. 

VOCABULARY. 

The acquisition of a sufficient vocabulary is of the utmost importance, 
and hence a few suggestions may not be amiss. In general, the memoriz- 
ing of disconnected word lists is not to be commended, since the meaning 
of many words will depend upon the context. But some memorizing is 
necessary, especially at the beginning, in which case it is well to arrange 
the words in grammatical, if possible also in logical, categories, nouns 
always with the definite article, to fix the gender. Constant reference to 
the relation between English and German words shculd be made; and 
simple rules and exercises on German word building will also prove 
valuable, as the pupil will gradually learn to trace German words from 
the corresponding English cognate, and vice versa, and to derive the 
meaning of a compound word by analysis of its component parts, and even 
to trace a group of related words from the common stem found in one of 
them. The study of synonyms and antonyms will also furnish interest- 
ing matter for the extension of the vocabulary. On the whole, however, 
words are best learned in connected sentences as they occur in carefully 
selected reading matter, the range of which is within easy reach of the 
average memory. Exercises like those suggested under the heads of read- 
ing, grammar, speaking and composition should prove valuable, and as an 
efficient test of acquired vocabulary and an excellent means of fixing 
the same, sight reading is to be recommended. 

READING. 

While more or less disconnected sentences at first answer the pur- 
poses of reading, connected prose selections should be placed before the 
pupils as soon as possible and expedient. This may be done as soon as 
the declension of nouns and adjectives, the conjugation of the most use- 
ful words of both weak and strong conjugations, and the most needed 
rules governing word-order have been studied. (Fifteen lessons in the 
state text, Otis-Carruth Grammar.) New forms and constructions may 
be treated as they occur in the reading. The selections should at first be 
simple and should only gradually increase in difficulty. It may be most 
profitable to alternate the reading lessons with those in the grammar, 
until the limit prescribed for the year is reached. As the pupil's knowl- 
edge of forms and constructions increases, the discussion of grammatical 
forms may be gradually reduced, and the emphasis shifted more to the 
story and its characteristically German qualities. With the growing 
knowledge of German there may also come a decrease of translation into 
English, though it is always safe to. require the translation of difficult 
passages and to make use of translation as one of the readiest means of 
ascertaining exactness of knowledge and thoroughness of preparation. 
Instead of constant translation it is suggested that the teacher determine 
by skillful questioning on the content whether the preparation has been 
adequate and the comprehension of the passage sufficient. As the devel- 
opment of the pupil permits, these questions should be asked in German, 
£nd as soon as possible answers in German should be required. After this 
thorough discussion of the lesson, the lesson or the more important pas- 
sages selected from it may be read by the members of the class or in con- 



158 High School Course of Study. 

cert with the assistance of the teacher, care being taken not only to pro- 
nounce the words correctly but also to bring out the meaning of the pas- 
sage in the reading. 

In the selection of the reading matter for the first year care should be 
taken not to grade too steeply. Too difficult reading matter compels the 
constant use of the grammar and the dictionary, and hence tends to 
deaden interest, whereas easy reading matter inspires confidence and 
arouses interest. The best results may hence be obtained by fairly rapid 
reading of gradually increasing difficulty. Care should, however, be taken 
not to sacrifice thoroughness to ease of attainment. 

GRAMMAR. 

Some teachers prefer the inductive method for the study of gram- 
mar, because it has the advantage of furnishing models for future 
reference and seems the more natural method, sin?e grammar is merely 
the classification of facts regarding language. This method, however, 
requires much time and great skill on the part of the teacher, and even 
under most favorable circumstances it is likely a small minority of the 
pupils will discover the laws of the language, the majority being satis- 
fied with the mere chronicling of results. Generally speaking, it will 
txierefore be best to give the statement of the grammatical fact first, and 
then illustrations in well-selected examples. ' The connection between 
grammar and language should always be borne in mind; "living gram- 
mar" should be emphasized; the application of grammar in actual Ger- 
man sentences should be constantly and plentifully made. Questions on 
the reading should therefore be so skillfully put as to bring out the form 
or construction desired in actual German sentences, and even paradigms 
may be treated in this manner. Thus, in connection with the formal de- 
clension of the word "Schiiler," the following questions on the part of the 
teacher will readily bring the desired responses from the pupils: 

Wer ist in dem Schulzimmer? Der Schiiler ist in dem Schulzimmer. 

Wessen Buch hat der Lehrer? Er hat das Buch des Schulers. 

Wem giebt der Lehrer das Buch? Er giebt es dem Schiiler. 

Wen lobt der Lehrer? Er lobt den Schiiler. 

Drills of this nature will be found especially valuable in fixing the 
proper use of possessives, infinitives, etc. For example: 

Ich studiere meine Aufgabe, du studierst deine Aufgabe, er studiert 
seine Aufgabe, sie studiert ihre Aufgabe, wir studieren unsere Aufgaben, 
etc. Ich f ange meinen Brief an, du fangst deinen Brief an, etc. Ich 
schame mich meines Freundes nicht, du schamst dich seiner nicht, wer 
wird sich seiner Eltern schamen? etc. 

Similarly, in response to the questions: Was tun Sie? Was taten Sie? 
Was werden Sie tun? Was haben Sie getan? the corresponding responses 
may be readily elicited: Ich schreibe einen Brief, Ich schrieb einen 
Brief; Ich werde einen Brief schreiben; Ich habe einen Brief geschrieben. 

Word-order may be treated similarly, for example: Was tut der gute 
Schiiler? Der gute Schiiler lernt seine Aufgabe. Was hat der gute 
Schiiler getan? Der gute Schiiler hat seine Aufgabe gelernt. Was wer- 
den Sie morgen tun? Morgen werden wir mit unserem Onkel auf das 
Land hinaus fahren. Auch woUen wir morgen in die Stadt gehen, wenn 
es nicht regnet. Was tat sie? Sie schreib einen Brief an ihre Tante. 
Was tat sie nachdem sie den Brief an die Tante geschrieben hatte? Als 
sie den Brief geschrieben hatte, las sie ihn ihren Freundinnen vor. 

Exercises of this nature tend to' fix grammatical forms and also serve 
the purpose of speaking or oral exercises. 

The grammar for the first year should include: inflection of nouns, 
articles, adjectives, verbs; the simpler uses of the subjunctive, modal 
auxiliaries, the more common prepositions, and the more important rules 
governing word-order. In the state text this is equivalent to the first 
twenty-two lessons, with some additional study of word-order, passive 
voice and reflexives as needed in the reading or translation. The com- 
plete treatment of the last-mentioned topics, and others not here men- 
tioned, should be postponed to the second year. 



A 



German. 159 

SPEAKING. 

Speaking and composition involve similar mental processes, but differ 
widely in extent and intensity of training. Proficiency in a language is 
largely a matter of practice, and as the oral use of the language makes 
possible a greater amount of practice than the relatively small quantity 
of written work possible, the superiority of speaking over composition 
must be evident, especially when it is remembered that the pupil can get 
familiarity with the foreign language, can develop a "Sprachgefiihl" 
only by constantly hearing and speaking the foreign language to be 
mastered. 

As speaking is largely a matter of imitation, it should, on the whole, 
be based on material previously studied. Carefully framed questions 
should induce the pupil to make use of the forms and expressions which 
his training has given him. At first this must consist largely of re- 
arrangement of the few phrases at command, of variations in person, 
tense and number; but gradually greater freedom of expression may be 
expected, especially after the pupil begins to think in German instead of 
translating all the German into English. Aural practice in German 
should not be introduced spasmodically, but should be regularly employed 
from the outset, preferably in connection with the German exercises, and 
later with the reading matter. Some teachers, however, find it of advan- 
tage to base at least a part of the speaking on some text in dialogue form, 
such as the recently published "Im Vaterland," which has the advantage 
of also introducing the pupils to the life of Germany. If used as a 
supplementary text, it may be begun late in the first year, but its chief 
value would be in the second year of the German course. Wherever pos- 
sible the teacher should himself arrange and guide the speaking, but he 
may at times find valuable suggestions in such works as Walther's Les- 
sons in German. 

TRANSLATION. 

While the ultimate end of the instruction in German is to attain to 
complete comprehension of written and spoken German directly and not 
through the medium of the English, yet during the earlier stages of the 
work advantage should be taken of the knowledge the pupil already 
possesses, and which will be serviceable in the study of the new language. 
The restatement in one language of a thought expressed in the other is 
therefore valuable for the purpose of securing full comprehension and 
giving opportunity for the application of the knowledge gained. Accurate 
and faultless translations of the exercises of the grammar text should 
therefore be required, care being taken to express the thought in idiomatic 
English or German as the case requires. After reading is begun, transla- 
tion may be gradually reduced as suggested above under the head of read- 
ing, though difficult passages should still be translated, while the pupil's 
comprehension of easier passages is tested by skillful questioning. With 
increasing knowledge of German the necessity for translation into English 
grows less, though throughout the high-school course it is always safe to 
translate passages with difficult constructions and to make use of transla- 
tion as a test of the pupil's comprehension and an incentive toward care- 
ful and sufficient preparation. 

COMPOSITION. 

In the earlier stages composition is best based on familiar material. It 
may consist in writing answers to <^uf'st'on'=' nn familiar passages in the 
reader; later free reproduction may be substituted, or the text may be 
reproduced with suggested changes in tense, number, person. Some of 
the readers and edited texts seek to meet these requirements in ap- 
pended exercises. Where this is not the case the teacher may supply 
original exercises. To focus attention and force the pupil to the use of 
more difficult constructions than those he would choose without special 
direction, the translation into German of set sentences will be useful. 



160 High School Course of Study. 

DICTATION. 

Dictations serve a useful purpose in training the ear to catch the 
German sounds, the eye to translate them into corresponding German 
written characters. Dictations should be based on easy matter, preferably 
on matter already familiar to the pupils. They should be short, so as 
not to become tiresome. 

MISCELLANEOUS SUGGESTIONS. 

From the beginning attention should be called to the relation between 
German and English. Acquaintance with the salient facts of Grimm's 
Law will often aid in recalling words or identifying new ones. The in- 
troductory lesson in the grammar adopted for this state lends itself 
admirably to this purpose, and the introduction to "Gluck Auf" is also 
quite suggestive. The purpose in this should, of course, be to facilitate 
the acquisition of German, not to teach philological facts. 

The memorizing of short and Interesting passages or verses of poetry 
of intrinsic value is to be commended. Among these should be a number 
of German songs, which when recited and sung serve not only linguistic 
purposes, but also create somewhat of a German atmosphere for the 
pupils. 

THE SCOPE OF THE FIRST YEAR'S WORK. 

The work of the first year should cover the first twenty-two lessons 
of the Otis-Carruth grammar and from fifty to seventy-five pages of 
reading matter, depending on the difficulty of the selections read. In 
addition some sight reading should be done, to test the student's grasp 
of the language, to give him self-reliance, and to train him in intuitive 
understanding. For this purpose some of the easier selections of the 
reader or supplementary reading matter may be reserved. Oral work 
should accompany the reading exercises, as suggested above, and trans- 
lation into German should be required not only in connection with the 
grammar, but to some extent also in the reading exercises, to give train- 
ing in the more difficult constructions. Some German songs should be 
memorized, and sung in class. 

SECOND YEAR. 

Much of what has been said concerning the teaching of German during 
the first year applies also to the second year, and hence the following 
suggestions are largely supplementary in character. 

READING. 

During the first half year three of the five recitations per week can 
most advantageously be devoted to reading, and this time should probably 
be increased to four periods during the second semester. The reader or 
such portions as are most valuable can thus be completed during the first 
semester, and some schools will find time to do some supplementary read- 
ing in addition. The best reading matter for the second semester — a 
total of 150 to 200 pages— will, on the whole, be short stories or novelettes, 
care being taken not to grade too steeply, and to select stories distinctly 
German in spirit, even where the plot is located outside of Germany. 
Translations into German, such as Schiller's Der Neffe als Onkel, or 
stories reflecting the life and spirit of non-German surroundings, such 
as some of the Italian tales of Heyse, should for the most part be avoided. 

The choice of reading matter for the second year brings up the 
question as to the proper place of Schiller's Wilhelm Tell m the high- 
school curriculum. That Tell should find a place in the curriculum is 
quite generally conceded, and, on the whole, the logical place for it seems 
to be in the third year of high-school German, but no definite recommenda- 
tion to this effect is here made, owing to great diversity of practice m 
the high schools, colleges and universities of the state, and the rather 
commendable desire on the part of the high schools with only a two years 
German course to introduce the pupils to this excellent classic, it seems 



German. 161 

best, therefore, to outline the work of the second and third years with 
references to existing conditions. 

I. Second-year German without Tell — Tell in Third year. 
First semester: 

Reader completed as far as desired. 

Supplementary reading, selected from the following: 

Bliithgen — Das Peterle von Niirnberg. 

Volkmann — Leander-Traumereien. 

Zschokke — Der zerbrochene Krug. 

Spyri — Moni der Geissbub. 

Hillern — Hoher als die Kirche. 
Second semester (150 to 200 pages) : 
Storm — Immensee; Pole Poppenspaler. 
Stokl— Alle Fiinf. 

Frommel — Mit Ranzel und Wanderstab. 
Heyse — Die Blinden. 

Wildenbruch — Neid, Kindertranen ; Der Letzte. 
Rosegger — Der Lex von Gutenhag. 
Gerstacker — Germelshausen. 
Riehl — Burg Neideck. 

II. Second-year German with Tell in Second Year. 
First semester as above. 
Second semester: 

Schiller— Wilhelm Tell. 

An additional short story if time is left. 

The list of texts given here is merely suggestive, and is subject to 
future revision as experience will dictate or the publication of new texts 
will make desirable. 

GRAMMAR. 

After a rapid review of declension, conjugation and the use of modal 
auxiliaries, the remaining topics of the grammar are to be studied and 
the translation exercises provided for in the state text should be care- 
fully done. With the exception of the chapters on the use of infinitives, 
participles and particles, this work should be completed during the first 
semester. During the second semester these chapters should be treated 
and the more difficult topics of the grammar, such as the modal auxiliaries 
and the subjunctive mode, may well be reviewed. Two recitation periods 
per week throughout the first semester should suffice for the work thus 
outlined, while the review suggested for the second semester may be given 
during the one recitation period set apart for composition, etc., or else 
in connection with the reading, for which purpose a portion of the read- 
ing, eight to ten lines daily, may be set apart for intensive study. At 
times a longer passage may be set apart for the intensive study of some 
grammar topic. 

ORAL WORK AND COMPOSITION. 

Oral work should be a part of every reading lesson, not only to test 
the pupil's knowledge and to bring out the important points in the lesson, 
but also to give opportunity for the use of German, which will tend to 
make the language more real, to invest the recitation with a German 
atmosphere, and to inspire pupils with confidence. The reading text 
will generally furnish sufficient opportunity for oral work, especially as 
mos't texts are now edited. If a special text in dialogue form is wanted, 
the one mentioned above or some similar one will be useful. Such a 
text may be continued through the third year. To avoid undue expense 
to the pupils, it is suggested that a sufficient number of copies be placed 
in the school library. German answers to questions based on the reading 
should be expected, and simple reproductions and synopses may in time 

-11 



162 High School Course of Study. 

be attempted with profit. No text in composition should be used in the 
second year, but translations into German to fix grammar and vocabulary- 
are advisable, as also dictations based on easy reading matter. The re- 
citing of German poems and the singing of songs should likewise find a 
place in the program. 

THIRD YEAR. 

READING. 

The reading during the third year should be sufficiently rapid to insure 
the continuity of the story and to bring out some of the literary flavor. 
Thoroughness should be insisted on, and hence translations, especially of 
difficult passages, the consideration of difficult and unusual constructions, 
the intensive study of selected passages, and the consideration of historical,, 
mythological and literary references should not be neglected. But care 
should be taken not to break the continuity of thought and deaden the 
literary interest with a superabundance of philological detail. Private 
readings, with reports on the same, should be encouraged, especially dur- 
ing the second semester, for which purpose the high school should be 
supplied with a small but well-selected library of German books. . Such 
special readings should, however, not encroach too much on the pupil's 
time, nor should his literary interest deaden his interest in the language. 

The third year is, on the whole, the best for the introduction of eight- 
eenth century classics, and, unless previously read, Schiller's Wilhelm 
Tell should here be introduced. As Tell is sometimes read in the second 
year a double list of texts is again presented. 

I. Third-year German — Tell not previously read. 

First semester: 

Schiller— Wilhelm Tell. 

Schiller — Das Lied von der Glocke, or a short story. 
Second semester, 275 to 350 pages, selected from the following: 

Lessing — Minna von Barnhelm. 

Moricke — Mozart auf der Reise nach Prag. 

Seidel — Leberecht Hiihnchen. 

Heine — Die Harzreise. 

Ludwig — Zwischen Himmel und Erde. 

Goethe— Hermann und Dorothea. 

Freytag — Die Journalisten. 

Liliencron — Anno 1870. 

II. Third-year Ger')nan — Tell in Second Year. 

First semester, 150 to 200 pages, selected from the following: 

Heine — Die Harzreise. 

Schiller — Das Lied von der Glocke. 

Keller — Das Fahnlein der sieben Aufrechten. 

Grillparzer — Der arme Spielmann. 

Seidel — Leberecht Hiihnchen. 

Meyer — Gustav Adolf s Page.* 

Jensen — Die braune EHca. 
Second semester, 275 to 350 pages, selected from the following: 

Lessing — Minna von Barnhelm. 

Ebner-Eschenbach — Die Freiherren von Gemperlein; Krambambuli.* 

Moricke — Mozart auf der Reise nach Prag. 

Grillparzer — Der arme Spielmann. 

Lilienkron — Anno 1870. 

Ludwig — Zwischen Himmel und Erde. 

Freytag — Die Journalisten. 
Hauff — Lichtenstein. 

Meyer — Adolfs Page. 

This list is merely suggestive, and subject to amendments as experience 
may suggest. Texts marked with an asterisk (*) are without vocabulary 



French. 163 

so far as known. Avoid duplication of authors and texts in the choice 
of reading matter. 

GRAMMAR AND COMPOSITION. 

What has been said concerning these subjects for the second year 
largely applies also to the third year. Selected lines and passages may 
be set apart for intensive study; at specified times difficult topics in 
grammar may be studied, either to review points not quite clear to the 
class or to give the topic a more comprehensive treatment than was 
possible during the second year. The "cycle plan" of consecutive study 
of a topic with ever increasing difficulty and extension of detail has 
much to commend itself, and is pedagogically sound. It is an unsettled 
question whether a composition text should be introduced into the high- 
school work in German, inasmuch as free reproductions or synopses of 
the reading matter may furnish sufficient material for the purpose. But 
if a text is used it should be an easy, well-graded one, such as the texts 
of Harris and of Pope, and even then much of the more difficult matter 
should be omitted. 

ORAL WORK. 

More and better oral work may be expected in the third year, and 
hence the answers to questions on the reading matter should be more 
adequate, the reproduction and synopses more detailed and comprehensive, 
and in both more difficult constructions should gradually be employed. 
For this purpose it is well to set apart some ten or fifteen minutes of the 
recitation for intensive work. 



FRENCH. 

One, two or three units. 

FIRST UNIT. 

The elements of grammar (Fraser and Squair's French Grammar), all 
of part I and the irregular verbs in part II ; or Grandgent's Essentials of 
French Grammar, through the irregular verbs, or Aldrich & Foster's 
Elementary French. 

Great stress should be laid on pronunciation, the quality of the vowels, 
syllabication. To fix these principles and connect sound with spelling, 
brief exercises in dictation, occupying only five or ten minutes, should be 
introduced after the first few weeks. 

As the grammars named above all offer reading material, the reader 
proper need not be introduced before the seventh or eighth week, at first 
with one or two lessons a week, then with increasing frequency as the ele- 
mentary facts of the language are mastered. 

This reading should cover not less than 100 pages of simple French 
(as in Super's Reader), and should serve a threefold purpose: Transla- 
tion into good English, practice in reading aloud of French, and illustra- 
tion (and hence review) of the grammatical principles set out in the 
rules and applied in the written exercises. 

SECOND UNIT. 

Completion of all the lessons in the above-mentioned grammars, with 
suitable written exercises at least once a week. In this manner the pupil 
will by the end of this period have mastered all the essentials of ac- 
cidence and syntax. The reading should contribute to this end; in par- 
ticular, the use of modes and tenses should be repeatedly dwelt upon in 
connection with the reading. 

More emphasis is now to be placed on dictation, and on the speaking 
by teacher and pupils of simple French sentences based on their reading, 
the teacher sometimes also reading aloud in French for translation by 
the pupils. The reading should comprise from 300 to 350 pages, which 



164 High School CoiTrse of Study. 

ma^ be taken from the latter part of the reader and from such texts as 
Malot's Sans Famille, Daudet's Selected Stories, Erckmann-Chatrian's 
Madame Therese, Labiche's le Voyage de M. Perrichon, Sandeau's Mad- 
onoiselle de la Seigliere. 

THIRD UNIT. 

Thorough review of grammar. Composition once a week, both formal 
grammar exercises and resumes and paraphrases of short portions of 
French stories. 

Suitable composition books are: Mansun's French Syntax and Com- 
position, and Frangois's Advanced French Prose Composition. 

Reading of 600 pages in such works as Merimee's Colomba; A. 
France's le Crime de Sylvestre Bonnard; Pouvillon's Petites A^nes; 
George Sand's la Mare au diable; Pailleron's le Monde ou Von s'ennuie; 
Loti's Pecheur d'Islande; Theuriet's Bigarreau; Coppee's le Pater. 

Teachers of French are advised to consult the valuable Report of the 
Committee of Twelve of the Modern Language Association of America. 



PSYCHOLOGY. 

One-half unit. 

Successful teachers obey psychological laws, consciously or uncon- 
sciously. The born teacher employs what we call psychological intuition, 
and deftly hits the mark in his teaching. The poor teacher, from igno- 
rance or inability, violates psychological principles. We must gain expert- 
ness where we can. All teachers should be able to i-ecognize those rela- 
tively few elemental mental laws, which should always be observed and 
which only ignorance allows us to violate. A training in psychology can 
reveal these to us. An equally important negative service which we may 
expect from psychology is that it will provide us with an insight into the 
complexities of all educational processes, revealing teaching as a serious 
business and a worthy profession — a challenge to our best powers and 
most ingenious devices. Through such a study we should see that there 
is possibly an assignable reason for cases of poor spelling, poor reason- 
ing, poor imagery in certain subjects, as geometry, poor habit-forming 
power, lack of concentration in attention, emotional instability, weakness 
of will, low speed rate in learning, or lack of transference of specific 
training. . 

The young student must realize that psychology is not child s play nor 
parlor entertainment. It offers special difficulties, and throws the stu- 
dent into bewildering confusion very often. This happens because 
teachers too precipitously usher the student into this new psychic world. 
All high-school students, before they begin psychology, have been con- 
cerned with persons, things and sensible impressions from outside objects. 
They are now introduced to a world that can not be sensed, nor handled, 
nor measured. It is intangible, elusive and complex. Here the skill of the 
teacher only can avoid hopeless confusion. Never in the psychology 
classes should mere word work, mere book talk, take the attention of the 
class from the real thing — their own experiences. Their own mental 
lives constitute the only psychological laboratory, and the good teacher 
is the one who can practice his students best in observing their own mental 
operations, a process we call introspection. Many inexpensive experi- 
ments may be easily devised for class and individual use by adapting 
some of the devices of the Milton H. Bradley Company, Springfield, Mass., 
or the Whipple Tests of the C. H. Stoelting Company, Chicago, or those sug- 
gested in Seashore's Elementary Experiments in Psychology and Judd's 
Laboratory Manual. The main thing is to arouse a permanent interest in 
the workings of the mind. As soon as some groundwork in the elements of 
psychology, sensation, imagery, feeling and attention, and in the special 
processes, such as perception, memory and reasoning, can be acquired. 



Psychology. 165 

the students may address themselves directly to the definite educative 
processes of the schoolroom. 

During the whole course of this study seek at every point to develop' 
the idea of the unitary character of th^ mind. The mind acts as a whole, 
though sometimes one phase happens to be emphasized, then another. At 
such times we say that we are perceiving, remembering, or reasoning, as 
the case may be. For purposes of study, indeed, we may single out a 
certain process, but all are interrelated and represented in every other. 
These correlations should be constantly held in mind. As an instance of 
this take apperception, which may profitably come in for consideration 
v/hen dealing with perception, attention, interest, memory and volitional 
action. 

Under sensation and perception bring out the part that sense ex- 
perience plays in the development of the child and the need of large op- 
portunity for the acquisition of sense material. Training in careful habit? 
of observation will result in usable memory-images, whereas the lack of 
clear-cut perceptions seems to result in hampering mental efficiency all 
one's days. 

In the very beginning stress should be laid on the fact that all thought 
goes over into action, and not a week of the course should be passed by 
without showing from some new point of view that "Whatsoever a man 
thinketh in his heart, so is he." Among other things, this means" to the 
teacher that he will never bring to the pupil's attention a thought he 
does not want acted upon, such as rules beginning with "Don't"; and 
that he will never teach homonyms as such. There is as much real dif- 
ference between "sale" and "sail" as if they did not sound alike. 

In dealing with the chapter on "Feeling," the important thing for 
pedagogy is to remember that while repetition makes sensations keener 
and more delicate, it dulls and blunts the feelings. The wisdom of this 
is apparent in every walk of life. The physician and nurse become more 
and more skillful with every case they treat, and seem more and more 
callous to suffering, but no one would care for the services of one who 
was affected in an opposite way by much attention to the sick. This 
means much in pedagogy. For instance, the teacher who continually 
threatens is never heeded, and he who helps his pupils so much that they 
always turn to him instead of becoming more and more independent is a 
poor teacher. It is true that the best teacher is he who makes himself 
unnecessary. 

Give large place to the study of attention and its relation to other 
mental processes. Note that the key to an understanding of attention, 
and apperception also, is found in the study of the natural and acquired 
tendencies of the nervous system. The focal character of attention and 
the fact that it is a question of more or less consciousness can be easily 
brought out by simple illustrations. Children are never really inattentive. 
The teacher's problem lies in securing their attention to the right things, 
in gaining for the relatively uninteresting ideas of the school subjects a 
proportionate share of the child's conscious energy in competition with 
the large mass of ideas instinctively appealing to him. In the early 
years only passive attention is possible. It is unnatural for the child to 
hold to long-continued tasks, and the teacher will show his art in graduat- 
ing the burden to the increasing power of the child. Almost the whole 
art of the teacher lies in his skill in making the active attention of the 
pupil turn into a passive attention, and through a good method, which 
means a right handling of interest and apperception, in turning forced 
attention into an acquired attention that shall be strong. 

Bring out the relation of attention to will. When children are trained 
to do the tasks of the schoolroom, we say, and rightly, that their wills 
are being developed, but this manifests itself as an increase of power to 
give active attention. The school, perhaps even more than the home, 
furnishes the means for training the will, for giving the ability to make 
a sustained effort. This, of course, is the larger part of its function. 



166 High School Course of Study. 

Perhaps as important as anything in psychology is a right view of the 
will or action side of consciousness. Consciousness is motor. All ideas 
tend to result in action. 

Life, and especially child life, is largely lived on the level of instinct. 
In great measure, the child in his development does repeat the history of 
the race. He has many instincts and natural interests which may be 
made useful in his development. The collecting or acquisitive impulse is 
one of these. The possibilities of play in education are far greater than 
are dreamed of by the uninstructed. There are a host of social instincts, 
such as imitation and suggestion, the acquiring of language, the gang 
instinct, rivalry, etc., which must he reckoned with in a scheme of educa- 
tion, for instincts are in one sense interests and have impelling power to 
sway the child for good or evil. Again, no truer insight into child life 
may be gained than by a study of his egoistic impulses. It is here we 
reach a basis for dealing with questions of a disciplinary character. 

The following outline follows the order of presentation of Betts's "The 
Mind rnd Its Education," which is suggested as the text: 

I. The mind, or consciousness. 

1. How we may come to know mind. 

2. Its personal character. 

3. Introspection the one means of study. 

4. Consciousness like a stream. 

a. A wave means attention. 

b. Contents of the stream. 

5. Three modes of activity: knowing, feeling and willing. 
II. Attention. 

1. Nature. 

2. Always present in some form or other. 

3. Effects : increase of efficiency. 

4. Types of inattention; how remedied. 

5. How secured: 

a. Involuntary. 

b. Nonvoluntary. Interest and nonvoluntary attention. 

c. Voluntary. Will and voluntary attention. 

6. The habit of attention. 

III. The brain and nervous system. 

1. The machine througn which the mind works. 

2. Structure. 

3. Central nervous system — brain and cord. 

4. Peripheral nervous system^ — -end organs. 

5. Sensory and motor functions. 

6. Dependence of the mind on the senses for its material. 

IV. Sensory and motor training. 

1. Education dependent on both body and mind. 

2. Efficiency of nervous system depends on development and 

nutrition. 

3. Development though varied stimuli and untrammeled re- 

sponse. 

4. The sensory-motor arc. 

5. Good nutrition versus malnutrition. 

6. Necessity for sleep and freedom from worry and over- 

fatigue. 

V. Habit. 

1. A man is but a bundle of habits. 

2. Habit-formation a method of economy. 

3. One can not prevent habits from forming. 

4. Physical basis of habit. 

5. Control of habits through our actions. 

6. The part of habit in education. 

7. Value and danger of even good habits. 

8. Maxims for habit-forming. 



n 



Psychology. 167 

VI. Sensation and perception. 

1. Mind constructs its world from sense stimuli. 

2. How thought reaches still farther. 

3. Qualities usually ascribed to objects really existent in mind. 

4. Problem confronting the child; how he proceeds. 

5. Perception of objects and of space. 

6. Necessity of entering largely into world of material en- 

vironment. 
VII. Mental imagery. 

1. All present thinking dependent on past experience. 

2. Past experience conserved by physical habit of mental 

images. 

3. Galton's test of imagery. 

4. Value of wide range of imagery. 

5. Application to education; use in school subjects. 
VIII. Memory. 

1. Nature of memory. 

a. Physical basis. 

b. Retention and recall dependent on neural plasticity 

and activity. 

c. Images the material of memory. 

2. Types of memory. 

3. Laws of memory. 

4. What constitutes a good memory. 

5. Improvement of the memory. 

6. The misuse of mnemonic devices. 
IX. Imagination. 

1. Test of a good imagination. 

2. Uses of imagination. 

3. Application in science, art, every-day life, conduct, ideas. 

4. Imagination limited by — 

a. Material available in form of images. 

b. Constructive ability. 

c. Definite purpose. 

5. Cultivation and abuse of imagination. 

X. Thinking. 

1. Function of thinking is to discover relations. 

2. The thinking of child and of adult. 

3. Classification of knowledge accomplished through thinking. 

4. Nature, formation and uses of concepts. 

5. Judgment and reasoning, forms and uses. 

6. Cultivation of thinking. 

XI. Instinct. 

1. Instinct the result of race experience. 

2. Through instinct racial habits are inherited by individual. 

3. Modified through education and made into individual habits. 

4. Ripening and transitoriness of instincts. 

5. Human instincts of imitation, fear and play. 

XII. Feeling and its function. 

1. An accompaniment of all mental processes. 

2. Importance as a motive. 

3. Feeling tone, or mood; how produced, and influence. 

4. How our dispositions are formed; part played by tempera- 

ment. 

XIII. Interest. 

1. A selective agency among our activities. 

2. Influence in directing stream of thought. 

3. Objective side of interest. 

4. Dynamic phase of interest. 

5. Immediate and remote interests; part they play as motives. 



168 High School Course of Study. 

XIII. Interest — continued. 

6. Danger of early specialization in our interests. 

7. Interest and the will. 

8. Interest and character. 

XIV. The emotions. 

1. Relation of instinct and emotion. 

2. The physical side of emotion. 

3. Control of emotions. 

4. Desirable emotional balance. 

5. Emotions as motives. 

6. Danger from arousing emotions without giving opportunity 

for expression. 

7. Emotional habits. 
XV. The will. 

1. Concerns itself wholly with causing or inhibiting acts. 

2. Various types of action. 

a. Physiological reflexes. 

b. Instinctive acts. 

c. Ideo-motor acts. 

d. Deliberative acts. 

3. The image and the act. 

4. Process of deliberation. 

5. Emotional factor in decision. 

6. Final test of power measured in attention. 

7. Training of the will in common duties of life. 
XVI. Self-expression and development. 

1. Interrelation of impression and expression. 

2. Many sources of impressions. 

3. Various forms of expression. 

4. Necessity for cultivating expression. 

a. Intellectual value of expression. 

b. Moral value. 

c. Religious value. 

d. Social value. 

e. Educational value. 

5. Expression in the honie and school. 

6. Expression as related to character. 

REFERENCES. 

References on many of the topics outlined will be found in the fol- 
lowing: Thorndike's Elements of Psychology, A. G. Seller Co., New 
York; Angell's Psychology, Henry Holt, New York; James' Talks to 
Teachers, Henry Holt, New York; Miler's Psychology of Thinking, Mac- 
millan Company, New York; the files and current numbers of the 
Journal of Educational Psychology, Warwick & York, Baltimore; S. S. 
Colvin's pamphlet, volume VII, No. 7, 1909, of the University of Illinois, 
"Some Facts in Partial Justification of the So-called Dogma of Formal 
Discipline"; Rowe's Habit-Formation and the Science of Teaching, Long- 
man's; Swift's Mind in the Making, Scribner's; Thorndike's Individuality, 
Houghton, Mifflin & Co.; Huey's Psychology and Pedagogy of Teaching; 
Whipple's Questions in Psychology, C. W. Bardeen, Syracuse, N. Y. 

Experiments in Educational Psychology, by Daniel Starch, Macrnillan 
Company. This little laboratory manual contains a good many simple 
experiments and should where possible be used in addition to a textbook 
for this course. Every exercise in the book will by means of experiments 
throws light on the actual school problem. 



High School Course of Study. 169 

MUSIC. 

OBJECT OF MUSIC STUDY. ♦ 

The primary object of music study in the high school is something- 
more than sight singing; and the course of study in this branch should 
be considered as a means of opening to the student a wider field than 
mere vocal or instrumental music. Rapidity of work will depend upon 
the ability of the pupil to read music at sight, but the end to be at- 
tained by the course should be threefold: 

1. To stimulate an intelligent appreciation of good music. 

2. To give a critical understanding of the aims and principles of the 

artist. 

3. To inculcate an idea of the meaning of style in music. 

Outline for Study. 
I. Required of All (except monotones). 
1. General Choms Singing. (One or two periods a week.) 

To insure successful choi'us work the voices should be heard sepa- 
rately and classified according to quality rather than range. It is in- 
jurious to sing beyond the natural range of the voice, even when it is 
possible to do so without immediate ill effects. The position of parts and 
conductor should be according to the following diagram: 

TENOR SOPRANO ALTO BASS 

CONDUCTOR. 
Or. 

TENOR BASS 

SOPRANO ALTO 

CONDUCTOR. 

Insist upon close attention of the pupil to the conductor's beat, which 
must be correct and decided, as only by this means may be attained the 
precision of attack and the shading necessary to style and interpretation. 

Many of the broader principles of voice culture may be imparted to a 
chorus, with the effect of gaining ease of execution and improvement of 
tone quality. The position of mouth and body is of first importance, and 
is as follows: Chest naturally high, not forced up into rigidity; body 
erect and, in standing, the weight on the balls of the feet; head up, and 
music held at such an angle that the chin will not be depressed; the 
mouth freely open, with good space between the upper and lower teeth; 
lower jaw relaxed, as tension of the lower facial muscles is the chief 
cause of bad vocal habits and poor tone production; the expression of the 
face should be bright, and distortions of mouth, forehead and eyebrows 
should be guarded against. 

The importance of consonants in singing is not always realized. In 
general, we sing tones on vowels alone, but .perfect diction depends also 
upon consonants, which should be pronounced clearly and with slight 
exaggeration. 

Good collections of songs for this course will be found in the following 
books: Laurel Reader; Laurel Song Book; Assembly Hymn and Song 
Collection, Hoover; Beacon Song Collection No. 2; Student's Hymnal, 
Noss. 

II. Elective. 

1. Glee Club or Orchestra. 

Students of musical ability may be admitted to these organizations on 
the recommendation of the instructor. The work should consist of regular 
practice periods under a competent leader; and it is recommended that 
credit on a period basis be allowed for this work as for any elective 
course. 

Required that students entering glee club or orchestra take the course 
in Musical Appreciation. 



170 High School Course op Study. 

2. Theoretical Music. (Two periods.) 

The object of this course is to develop sensitiveness to rythm, melody 
and harmony; and to develop a sound taste for music through an under- 
standing of its technical elements, rather than by specialized training 
in composition. 

a. Notation. The student should be familiar, by drill and review, 
with note and rest values, clefs, key signatures in major and minor, 
meter signatures, dotted notes, group notes (doublets or triplets), and 
with the following symbols of interpretation: hold, tie, slur, legato, 
staccato, crescendo, diminuendo. 

b. Scales (major, minor, and chromatic). 

c. Intervals (recognized and named). 

d. Ear training. 

e. Dictation. 

S. Musical Appreciation. (Three periods.) 

a. Analysis of musical forms. A study of the historical development 
of the folk song, harmonic music, canon, fugue, suite, sonata, symphony, 
opera, oratorio, cantata, and song cycle. 

b. The lives of the following should be studied with a view to rep- 
resenting the composer in terms of his time: Bach, Handel, Haydn, 
Mozart, Beethoven, Spohr, Weber, Rossini, Schubert, Schumann, Doni- 
zetti, Chopin, Mendelssohn, Liszt, Verdi, Wagner, Rubinstein, Brahms, 
Saint-Saens, Grieg, and MacDowell. The themes of the best works of 
the above musicians should be studied, and illustrations of various com- 
positions may be given by piano, voice or victrola, so that familiar names 
znay be associated with these productions. The works may also be in- 
terpreted in terms of the personality of the composer. 

c. Appreciation and understanding of the make-up of an orchestra, 
wth the development of instruments to suit the growing needs of the 
compositions. 

4. Private Lessons. 

It is recommended that music lessons, taken privately under a teacher 
of recognized standing, be offered for credit, at the discretion of the 
school instructor in music or the principal. A report as to application 
and progress in the private work should be added to the regular high- 
school report. 



DRAWING AND DESIGN. 

Drawing in the high school should first of all advance an interest in all 
lines of art expression. The pupils' own attempts in the right direction 
should teach them to appreciate the sincere efforts of our own modern 
painters, sculptors and illustrators. Every child loves pictures. It is 
just as necessary that they should learn to judge between the good and the 
bad in art as in literature. A pupil who gains the ability while in school 
to enjoy the best in literature and the best in art is made capable of a 
rich mental life. 

However, it is not pictures or what is termed fine art alone that should 
be studied. There are more ordinary things: book and magazine illus- 
trations, rugs, draperies, wall paper, pottery, china, the simplest textiles 
that we wear, and everything that we surround ourselves with, may be, 
and certainly ought to be, art expressions. The study of design as applied 
to these things develops an understanding of color and a sincere love for 
the simple and harmonious which is the highest ideal of good taste. 
There are great possibilities for capable designers in all these fields of 
work. Then, from a trade standpoint, as well as from a culture stand- 
point, drawing and design are well worthy of a place in the curriculum of 
«very high school. 



Drawing and Design. 171 

TERM I. 

Sketch. — Line, Pencil, Charcoal. 

Four tveeks of five forty-7ninute periods. 

Pose some pupil of the class, standing back view. Proportion is the 
first thing to be secured. Pay no attention to detail until the pupils have 
gained a thorough knowledge of elementary proportions. Look for the 
line of balance in a figure standing first on one foot then on the other. 
When approached from the standpoint of elementary principles of pro- 
portion and action, this work is preparation for all kinds of illustration. 

Color Theory. 

(Ross' three-color theory.) 

Five or six weeks. 

Keep notes and make chart. Learn to know color. Be able to mix and 
make good washes of the standard colors. Primary colors are red, yellow, 
and blue. Binary colors are orange, green, and violet. Show how these 
colors can be neutralized by mixing them with their complements, red- 
green, yellow-violet, orange-blue. Make the half neutrals of each of the 
standard colors. 

Study the color harmonies: one mode, analogous, and complementary. 
Try to get the students to feel a personality in each of the colors. Get 
Tnany samples of cloth and wall paper to represent the colors in a definite 
way. 

Sketch. — Line and Shade. 

Three or four weeks. 

Sketch work is a matter of gradual development. Artists spend years 
:at it, and yet the subject is never exhausted. Try a sitting pose and 
begin to look for light and shade. 

Design or the Principles of Order. 
Five or six weeks. 

I. Greek rule of proportion. Study good relation of areas: 

1. Border to background space. 

2. Margin to be left around a page of writing. 

3. Mounting of pictures. 

4. Frames for pictures. 

II. Teach the meaning of rythm and balance of line and area. Illus- 
trate with small border design cut from the School Arts Book or the 
'Craftsman. 

III. Explain the meaning of motif. (Batchelder's first and second 
books on design will be great helps to the teacher; also, Prang's Art 
Education for High Schools.) 

IV. Develop a border motif and corner motif, either entirely abstract 
or conventional, using quadrangle paper. 

Discuss the application of straight-Hne and curved-line designs to dif- 
ferent textiles. Let the pupils stencil their design on suitable material, 
making some useful household article, such as cushion cover, table run- 
ner, dresser scarf, bags of various kinds, and curtains. 

Judge a design always from the standpoint, first, of use; second, of 
£tness to material; third, of beauty and harmony. , j . . 

Girls take a keen interest in all forms of appHed textile design; boys 
do not. Therefore it is suggested that for applied work for boys leather 
work and art lettering be substituted. Brown's book on Letters and 
Lettering is very good. The same principles apply to the placing o± 
printing and decoration on posters and book covers as are given in be- 
ginning design. 



172 High School Course of Study. 

At the end of the first term each pupil should have four or five ap- 
proved sketches, color chart, notebook, and one or more applied designs. 

TERM II. 

Sketch. — Pencil or Charcoal. 

Try some difficult poses and begin to work earnestly for good light and 
shade effects and expression in the pose of the figure. Do not pay much 
attention to detail; look only for simple masses of light and dark. 

Free-hand Perspective. 

Four of five weeks. 

This is very important work. Teachers will find a very clear state- 
ment of principles in Prang's Art Education for High Schools. Require 
pupils to keep careful notes of the principles in parallel and angular per- 
spective, illustrating by small sketches in notebooks. Practice drawing^ 
all kinds of objects, chairs, tables, etc., first in parallel, then in angular 
perspective. Do considerable work from memory from certain well- 
known buildings and streets in town. Too much emphasis can not be put 
upon this work. Pupils take more interest in it than would be expected 
at first. Perspective can be made an interesting subject. Keep referring 
to these principles during all the sketch work. 

History of Art. — Picture study. 

During the time given to sketching and perspective drawing it would 
be interesting to study the work of some of the modern and some of the 
ancient artists. 

Teachers can obtain penny pictures from the Perry Picture Company, 
Maiden, Mass., for as many^of the students as care to get them. The 
following artists are among those with whom the pupils should become ac- 
quainted : 

Old Masters: Michael Angelo, Leonardo di Vinci, Raphael, Holbein^ 
Rembrandt, Franz Hals, Millet, Fra Angelico, Titian, Tintoretto, Gior- 
gione, Botticelli, Rubens, Van Dyck, Andrea del Sarto, Bellini, Carpaccio,. 
Velasquez Murillo, Guido Reni, Diirer. 

Modern: Whistler, Sargent, Abbey, Sir J. Reynolds, Constable, J. M. 
W. Turner, Elihu Vedder, Wm. M. Hunt. Information concerning many 
others may be obtained through the International Studio. 

It is a good plan to take up the artists' life and show, if possible, how 
his life and surroundings affected his work and what he stood for in art. 

Design. 

The pupils ought to be gaining an interest in the different magazine 
illustrations and various textiles. It is good to have them collect every- 
thing that pleases them and anything that suggests a design. Let them 
design a cover for an art notebook. Make the cover of some tough card- 
board and let the pupils carry out their designs in water color. Type- 
writing paper makes very nice leaves for the inside. Sew them to the 
cover with linen thread. 

Still Life. 

Use some old brass or pewter articles, with old china or pottery. Use 
simple neutral backgrounds and try to get good composition and light 
and shade. The principles of design are the principles of composition. 
If the teacher finds conditions unfavorable to sketch work, still life might 
be substituted for some of the sketch work. 

TERM III. 

At this time in the course each pupil should know what line of work he 
is best fitted for. Boys usually do better in sketch, illustrating, book- 
cover, and poster work. It is profitable for the boys to work on the dif- 



Drawing AND Design. 173 

ferent illustrations and designs for the school publication and also to 
make posters for all school events. 

Interior Decorations. 

This work is very important, and each teacher will find that it is 
alike interesting to teacher, boys, and girls. 

Any problem in design should begin with a clear statement of principles 
involved. A careful review of color schemes, principles of design and 
perspective is necessary before taking up interior decoration. 

I. Advanced perspective. Some mechanical work is necessary before 
the students will be able to construct their own rooms. The teacher will 
find it a great help to have the pupils provide themselves with illustra- 
tions from various magazines and study these in order to know about 
some of the woodwork construction, window frames, baseboards, and door 
frames. 

1. Decide on the use of the room. 

2. Carefully consider the light, decide on the color scheme. Teach 
the relation in tone and value of the ceiling to side walls and to floor 
covering. After the pupils have decided on all these things and mixed 
their water color for each, they may put on smooth washes in the spaces 
for ceiling, side walls and floor. Whatever furniture is to be in the 
room should, of course, be drawn in correct perspective before any color 
is put on. Furniture, draperies and bric-a-brac should be the last things 
to be painted. Teach pupils that these are not the first things to be 
thought of in furnishing a room. 

This work will probably take ten or eleven weeks. It is too long a 
problem to be continued without interruption. After the pupils have 
made preliminary sketches for the room, it would be a good plan to take 
up sketch or still-life work. 

Sketch. — Charcoal, Ink or Pencil. 

Try more difficult poses and more complicated light and shade. At 
this time pupils might attempt to work out the face in simple masses of 
light and shade. 

Design. 

At this point pupils begin to understand what kind of a design may 
properly be applied to different materials — silk and linen, and heavy 
material, leather and clay. Let them make designs for small card cases 
and coin purses in leather, tooling and sewing the cases. 

TERM IV. 

Design. 

Cover designs for the school paper and headings for the different 
departments of the paper. Study the work of poster makers to be found 
in illustrated weeklies and magazines, also in the art publications above 
mentioned. Make an original poster announcing some local school event. 

Sketch. 

Continue working for effective poses, good proportion, and effective 
light-and-shade work. Get some thought of good composition by placing 
the figure well on the paper, so that there are agreeable background 
spaces left. 

Design. — Bookbinding. 

This last problem of the course should be a practical combination of 
all the art knowledge and skill previously gained. It is possible to have 
paper cut and to bind a blank book for a diary, scrapbook, kodak book, or 
for some other purpose. The pupils might bind some old book in either 
linen or leather (sheepskin), making a suitable design and applying it to 



174 High School Course of Study. 

the cover either by stenciling or tooling. Let each one design a title 
page and book plate. 

The success or failure of art instruction is dependent, more than any- 
other kind of teaching, upon the personality and resourcefulness of the 
teacher. Because art is personal and individual, each pupil must be 
approached in a different way. Whether conscious or not of having any 
art feeling, people are constantly expressing themselves in what ought 
to be terms of beauty. It is the business of a public-school art teacher 
to rouse the pupils to a consciousness of the universal desire for the 
beautiful and to give them an intelligent method of satisfying it. An 
earnest, sincere teacher will often find her own resources fall short of 
the needs and must turn to fellow laborers for mental stimulus. 

BOOKS. 

The following books and periodicals are recommended for the inspira- 
tion of teachers, but not for copy work in the schoolroom, for that is 
destructive of all original thought: 

The School Arts Book, Davis Press, Worcester, Mass.; Craftsman, 
The Craftsman Publishing Company, 41 West Thirty-fourth street, New 
York; Arts and Decoration, Adam Budge, 16 East Forty-second street, 
New York; International Studio, John Lane Company, 110-114 West 
Thirty-second street. New York; Batchelder's Books on Design, The 
Inland Printing Company, Chicago; Prang's Art Education for High 
Schools, The Prang Educational Company, Chicago; Masters in Art 
(for history of art), Bates & Guild Company. 



MECHANICAL DRAWING. 

Mechanical drawing should be a part of every boy's education, since 
it plays an important part in almost every line of life's work. It is one 
of the most practical and interesting subjects in the course of study. 
There is nothing made without a drawing first; it may only be on the 
mind's drawing board, or it may be on paper. Mechanical drawing is 
the means of transferring an idea from the mind of one person to another 
through the medium of fines. It is the language by which the designer, 
the architect and the engineer speak to the workman. A well-made 
drawing will very often save hours of verbal or written explanations and 
will be a great deal clearer. It teaches one, first, to be accurate and 
neat; second, to see things as they really are; and third, to think and 
express ideas so that others may see them and thereby be able to execute 
them. 

Mechanical drawing is as essential to the farmer and the professional 
man a^ to the mechanic. The surgeon who has studied drawing has 
learned some of the essential parts of his profession: cleanliness, neat- 
ness, and most important of all, accuracy; he has been taught to see 
things as they really are, and is thereby better enabled to do his work. 
Nearly every man that holds a public office, whether it be in some school 
district or township or in the state legislature, is called upon time and 
again to pass on plans of bridges, roads, schoolhouses, and public build- 
ings of various kinds. How convenient it would be about the farm if 
every farmer used the principles of mechanical drawing in the designing 
of his house and in placing his barns, sheds, outhouses, pens, etc. 

It is needless to say that knowledge of mechanical drawing is an essen- 
tial quahfication in most lines of engineering. Mechanical drawing may 
be considered a universal language of lines instead of letters, the same 
methods of representing objects being used by men of all nationalities, 
the only differences being in the notes, units of measurement, and written 
instructions appearing on the face of the drawing in the language of the 
country in which it is made. 

Drawings are first made in pencil. They may be made to any con- 



Mechanical Drawing. I'iS 

venient scale, as, full size, half size, quarter size, etc. If a number of 
the same drawings are wanted, a tracing is made on transparent paper 
or cloth, and from the tracing any number of blueprints may be made. 

BLUEPRINTING. 

Blueprinting is a process of reproducing copies of a drawing from a 
tracing on chemically coated paper, known as blueprint paper. The 
tracing in blueprinting acts as a negative does in photography. The 
tracing is put in a printing frame with a piece of blueprint paper behind 
it, and is placed in the sun. The sunlight is allowed to penetrate the 
tracing for a few minutes, so as to act on the sensitive chemicals. The 
paper is then washed, and the coated surface becomes a deep blue, except 
where it was covered by the black lines on the tracing. The lines that 
were black on the tracing will appear white on the blueprint. 

EQUIPMENT. 

The equipment of the drawing room should receive careful considera- 
tion. The kind of work obtained depends largely on the quality of the 
instruments and the material used. It does not pay to buy a cheap grade 
of instruments. A good set well cared for will last a lifetime. Each 
student should be furnished with the following tools and supplies: 

1 set of instruments. ' 1 dozen thumb tacks. 

1 T square. 1 3H drawing pencil. 

1 45 triangle. 1 6H drawing pencil. 

1 30 triangle. 1 drawing board. 

1 French curve. 1 writing pen and holder. 

1 12" U. S. standard scale. 1 bottle black W. P. drawing ink. 

1 pencil eraser. Drawing paper. 

1 ink eraser. 

This outfit may be obtained from local dealers or from any of the 
following: Keuffel & Esser Co., St. Louis, Mo.; Eugene Dietzgen Co., 
Chicago, 111.; F. D. Fink Co., St. Louis, Mo.; Frederick Post Co., Chicago, 
111. 

Course of Study. 

The following course is designed so that it will enable the student to 
acquire, first, the ability to letter; second, proficiency in the use of in- 
struments; third, knowledge of conventions and methods in drafting-room 
practice; fourth, acquaintance with elementary geometric constructions; 
fifth, an understanding of orthographic and isometric projections, inter- 
sections and developments; and sixth, the ability to make and read work- 
ing drawings and blueprints. 

Plate I.— Letters. Placing, form, slant and inking of a simple free-hand, 

single-stroke letter. 

Good lettering and printed notes are as essential to the making of a 
good drawing as are well-made lines. For that reason a good deal of 
attention should be given to the making of correct letters. A good draw- 
ing with poor lettering is almost worthless, while good lettering will im- 
prove any drawing. 

Every drawing should be made neat and accurate and always be free 
from finger marks. A pencil drawing when finished should look as well 
as an inked drawing; therefore, avoid unnecessary lines, and draw line 
or letter but once. If a drawing is made to scale, it is very important 
that the drawing be accurate, as a slight variation in a line might mean 
inches, and even feet, in the finished structure. To do neat and accurate 
work, keep the pencils sharp. 

Lecture on the use of the instruments and materials, including the use 
of each tool in the drawing outfit. 



176 High School Course of Study. 

Plate II. — Lines. Different lines used in drawing are as follows: 

Border line is a fairly heavy full line. 

Outline is a medium full line. 

Center line is a very light dot-and-dash line. 

Dimension line is a very light dash-and-two-dot line, with arrow 

heads at the extremities. 
Hidden line is a very light dotted line. 
Projection line is a very light dash line. 
Lecture en the use of the ruling pen, compass pen, and inking straight 
and curved lines. 

The ruling pen is used for inking straight lines. It should be filled 
with a quill or common writing pen. Never dip it into the ink and never 
allow ink to be on the outside of the blades when in use. About one- 
fourth inch of ink should fce put into the pen at a time. The width of 
the line to be drawn is regulated by the thumbscrew. In drawing lines 
the pen is inclined a little in the direction in which the lines are to be 
drawn. When the T square or triangle is used as a guide, the points of 
the pen should not touch the lower edge. Always have the thumbscrew 
away from the guide. 

The compass pen is used for inking circles. The two legs of the 
compass should always be parallel. Ink all curved lines first. Join 
straight lines to curves, never curved lines to straight lines. 

Carefully wipe out the pens with chamois or a soft cloth after using, 
as the ink may cause the steel to corrode. 

GEOMETRIC PROBLEMS. 

A few plates should be drawn to acquaint the student with the pro- 
portion, construction and measurements of geometric figures, for these 
are the bases of all principles involving the art of mechanical drawing. 

Plate III. — Geometric Problems. 
To bisect a line. 

To draw a perpendicular at the end of a given line. 
To draw a perpendicular from a point to a line. 
To divide a line in five equal parts. 

Plate IV. — Geometric Problems. 
To bisect an angle. 

To construct an angle equal to a given angle. 
To construct a triangle when three sides are given. 
To construct a triangle when two sides and the included angle are 
given. 

Plate V. — Geometric Problems. 

To describe an arc or circumference through three given points not 
in the same straight line. 

To inscribe a regular pentagon in a circle. 

To draw a line tangent to a circle at a given point on the cir- 
cumference. 

To draw an elipse when the two axes are given. 

PROJECTIONS. 

Principles of projections. 

Plate VI. — Orthographic Projections. 

Given top and front of square prism. To obtain side view. 
Given top and side view of rectangular pyramid. To obtain front 

view. 
Given top view of regular hexagonal prism. To obtain front and 

side view. 
Given front and side views of triangular pyramid. To obtam top 

view. 



Mechanical Drawing. 177 

Plate VII. — Orthographic Projections. 

Given front view of a square prism resting on one edge. To obtain 

top and side views. 
Given side view of triangular pyramid with apex off center. To 

obtain top and front view. 
Given top and front views of a wedge resting on one corner. To 

obtain top view. 
Given front view of hexagonal pyramid resting on one edge at an 

angle of 30 degrees. To obtain top and side views. 

SCALE DRAWINGS. 

Lecture on the use of the scale and the importance of accuracy in 
scale drawings. 

Plate VIII. — Working Drawing. Three views of a simple rectangular 
block, with dimensions. Drawings to be made from the block. Scale full 
size. 

Plate IX. — Working Drawing. Three views of a rectangular block cut 
by different planes, with dimensions. Drawings to be held from the 
block, to scale. 

Plate X. — Working Drawing. Two or three views of a footstool, tab- 
oret or mantle, with all dimensions, details of joints, drawers, etc. Draw- 
ings to be made from perspective drawings, to scale. 

Plate XL — Assembly Drawing. Assembly drawing to scale of some 
piece of furniture, such as chair, desk, or bookcase, with bill of stock. 
The student should design some piece of furniture from pictures, draw- 
ings, cuts, and suggestions made by the teacher or from his own ideas. 

Plate XII. — Detail Drawing. Two or more views of each part of the 
project designed in plate XI, with dimensions, to scale. 

Plate XIII. — Isometric Projections. Make an isometric projection of a 
cube, a hexagon, an instrumental circle, and a free-hand circle. 

Plate XIV. — Isometric Projections. Make an isometric projection of a 
stand, table, hexagonal nut, face plate, or something of that kind. 

Plate XV. — Intersections of Solids. Prism cut by a cone; cylinder cut 
by a cone, etc. 

Plate XVI. — Development of Surfaces, Development of pipes, elbows, 
tinware, etc. 

Plate XVII. — Helix, with its Application. Principle of the helix; helix 
as applied to V threads, square threads, round and square wire springs. 

Plate XVIII. — Conventional Forms of Threads. Threaded bolts, set 
screws, pipes, etc. 

Plate XIX. — Working Drawings. Two or more views of different ma- 
chines with sections from free-hand sketches and castings, such as bear- 
ings, hand wheels, shaft hangers, etc., to scale. 

Plate XX. — Tracings and Blueprints. The student should make a 
tracing and a blueprint of at least one of his plates. 

The above course is designed to cover one forty-minute period every 
day or one double forty-minute period every other day for one school 
year of thirty-six weeks. If more than one year of drawing is to be 
given, the above course may be followed by machine drawing and design 
and simple architectural drawings. 



-12 



178 High School Course of Study. 

DOMESTIC SCIENCE. 

Three-fifths unit or one unit. 

Note. — The courses in domestic science and domestic art have been arranged so that 
both together may constitute a single unit of credit in the proportion of three-fifths and 
two-fifths, respectively ; additional work is also described in each branch, so as to provide 
for a full unit of credit in each. 

The growing realization of the importance of and the interest in the 
study of home economics in the state has made it necessary, in so far as 
is possible, to establish a standard course of study. In the absence of a 
satisfactory text in either domestic science or domestic art, the following 
syllabus, with suggestive details and bibliography, insures a similarity of 
subject material but does not limit the individuality of the teacher. 

OBJECT OP THE COURSE. 

The purpose of a course in domestic science is twofold. It has both a 
social and an educational aspect. From a social point of view, it dig- 
nifies manual labor, it brings the school into closer relations with the home 
and the community, with an uplifting influence on both, and teach es_ that 
home making is a profession requiring training just as truly as does' that 
of the doctor or the lawyer; educationally, it correlates with all other 
school work to so great a degree as to furnish application for much in 
education that may otherwise appear formal, it trains the head to pur- 
poseful thinking, and teaches the hand to obey the thought to its own 
greatest efficiency. Specifically, it teaches that there is a right way of 
preparing food so that it may serve its purpose of nourishment econom- 
ically; that there is a labor saving and a labor making way of perform- 
ing the household tasks; and that work well and skillfully done is not 
drudgery but an interest-absorbing occupation. 

TIME. 

The time given to the work should be three periods per week if do- 
mestic science is to be a part of the unit credit with domestic art, or 
should be five periods per week if it is to constitute a unit in itself. 
These periods must be double periods if used for laboratory work, but 
should be single periods if used for lecture and recitation. For the 
three-fifths unit, one single period for theory and two double periods for 
practice is suggested, and for the five-fifths unit, two single periods for 
theory with three double periods for practice. 

PREVIOUS TRAINING. 

This course is planned for those who have had no previous school 
training in domestic science. 

EQUIPMENT. 

A. Least Possible for Satisfactory Work for Class of 12. 

One gas, coal or gasoline range with oven, laboratory tables to 
supply each student with at least 30 inches working space 
and one drawer for individual equipment. 
Twelve gas plates. 
Note. — For further discussion of stoves and fuel, see suggestions at end of this 
list. 

One supply table. 

One cupboard. 

One teacher's desk and chair. 

Six stationary towel racks or one large clothes horse. 

Twelve stools. 
Note. — A small seat may be made to draw out from table instead of using stool. 
(See page 23, "Outline Lessons in Housekeeping," Office of Indian Affairs, Govern- 
ment Printing Office, Washington, D. C, for diagram of table to which draw seat 
could be added.) 



Domestic Science. 179 

One refrigerator or ice box. 

Twelve standard bread tins 4% x4i^ x 9. 

NciTH. — Instead of the standard bread tins for two girls, Individual bread tins 
2x3x6 can be made by the local hardware store, and sold at not to exceed 10 
cents each. These prove very satisfactory. 

One large supply canister, size to hold 50 pounds of flour. 

Two 2-quart supply canisters. 

Four 1-quart supply canisters. 

Ten jelly glasses with lids. 

One potato ricer. 

One frying basket. 

One frying kettle. 

Six four-hole muffin pans. 

Three rolling-pins. 

Note. — Small rolling-pins are very satisfactory. These can be made by boys in 
manual-training work. They are not likely to be needed before the middle of the 
first term, hence ample time for the boys to make them. 

One toaster. 

Three cake tins for loaf cake. 

Three wire cake coolers. 

One medium-sized meat grinder. 

One 2-quart coffeepot. 

One 1-quart teapot. 

Note. — Three one-quart cofCee and ten pots arc really much more satisfactory, 
i. e., a one-quart pot of each for four girls. 

One large steel skillet. 

One 1-quart bean pot. 

One roaster with cover. 

Two teakettles. 

Two chemical thermometers, one Fahrenheit and one Centigrade. 

One bread knife. 

One butcher knife. 

One can opener. 

One corkscrew. 

One ice pick. 

One knife sharpener. 

One trussing needle. 

One large milk pitcher. 

One pair scissors. 

One quart measure. 

One dustpan. 

One broom. 

One stove brush. 

One garbage bucket. 

One clock. 

Five dozen tea towels. (May be furnished by student if 

necessary.) 
Two V^-dozen dishcloths. (May be furnished by student if 

necessary.) 
Twelve vegetable knives. 
Twelve case knives. 
Twelve forks. 

Twelve tablespoons, silver or metal. 
Twenty-four teaspoons, silver or metal. 
Twelve crockery bowls, 1 quart. 
Twelve glass measuring cups — standard, ¥2 pint. 
Twelve desk plates. 
Twelve crockery ramekins. 
Twelve tin pie pans (4^4 inches). 



180 High School Course of Study. 

Twelve dish pans. 

Twelve small saucepans with handle. 

Twelve small steel skillets, omelet pans. 

Six small wire sieves. 

Two glass lemon squeezers. 

Six egg beaters — small size, i. e., for one egg. 

Six kettles. 

Six double boilers or improvised double cookers, with saucepan 

and kettle. 
Six soap dishes. 
Six scrubbing brushes. 

STOVES AND FUEL. 

In many towns the use of gas plates is impossible, but some form of 
individual stove should be supplied. There are a number of possibilities: 

1. Coal-oil stoves. — Somewhat dirty, and therefore rather unsatis- 

factory. 

2. Gasoline stoves. — Less dirty, too dangerous. 

3. Electric plates. — Most ideal, very expensive. 

4. Gas plates. — Furnished with gas from gasoline retained in outside 

tank or cistern. Safe. 

5. Alcohol stoves. — For burning denatured alcohol. (Caution should 

be made emphatic that under no circumstances should use of 

wood alcohol be permitted for burning in these stoves. Wood 

alcohol burns to formaldehyde and water. Formaldehyde fumes 

have a paralyzing effect upon muscles of eyes and throat, and 

wood alcohol is hence injurious to burn for light or fuel. 

Denatured alcohol is common ethyl or "spirit" alcohol plus a 

minimum quantity of poison, which renders it undrinkable. This 

when burned simply oxidizes to carbon dioxide and water.) 

The alcohol stove seems to be most satisfactory of all. For list of 

varieties of these stoves address: 

Orr & Lockett, hardware dealers, 71-73 Randolph St., Chicago, 111. (Also 

list of domestic-science equipment and table tops.) 
E. H. Sheldon & Co., 320-328 N. May St., Chicago, 111. (Also for cata- 
logue of tables for domestic science kitchens and varieties of table tops.) 
M. & D. Range Co., 96-100 Lake St., Chicago, 111. (Also for all hardware 

equipment for domestic-science departments.) 
The Bangs Hardware Co., Chicago, 111. 
Specialists in alcohol stoves: 

Manning Bowman Co., Meriden, Conn. (Send for booklet.) Cost, .$4.50 

for No. 60, a very ideal little stove; also sell one for $2.50. 
The Norma alcohol stove costs $2.50. Address Walker & Co., Boston, 

Mass. 
Lewis & Conger, New York City, sell a stove for $2.70. 
The government bulletin on "Outline Lessons in Housekeeping," sent out 
from Office of Indian Affairs, Government Printing Office, quotes a 
price on individual alcohol stoves of $1.25 each. At that price the 
stoves ought to be within the reach of any school for individual equip- 
ment. Caution should be made, in the use of the alcohol stove with 
tank, that the tank be filled only two-thirds its capacity, to allow 
for expansion under conditions of increased warmth. 

Note. — The government bulletin mentioned above also gives lists of individual and 
general equipments for classes in domestic science. That list is a "minimum" equipment, 
at fairly reasonable cost, and from it several mentioned articles might be wisely elimi- 
nated. A second bulletin put out by the government fi-om the Office of Indian AflEairs, 
entitled, "Some Things that a Girl Should Knovif How to Do, and Hence Should Learn 
How to Do While in School," will also be found helpful in this work. 



Domestic Science. 131 

B. Additional Desirable Equipment: 
One fireless cooker. 
Twelve small wooden spoons. 
Twelve steel spatulas (6-inch). 
Twelve square cake tins ( 1 V4 x 1 Vi x 4 % ) . 
Twelve egg whisks. 
Ten safety match-holders. 

Six small supply canisters or jelly glasses with lids. 
Six china plates, 8-inch. 
Six china plates, 6-inch. 
Twelve china plates, 5-inch. 
Six china cups and saucers. 
Six glass sherbet cups. 
Six water glasses. 
One glass water pitcher. 
One china creamer and sugar. 
One china vegetable dish. 
One china platter. 
One set knives and forks, silver. 
One dozen teaspoons, silver. 
Three tablespoons, silver. 
One carving set. 
One tray. 

One dining-room table. 
Six dining-room chairs. 
One silence cloth. 
Two tablecloths. 
One dozen napkins. 
One centerpiece. 
One tray cloth. 

Course of Study in Foods. 

Three-fifths unit. 

, Laboratory. — Cleanliness, order and exactness of measurement 
should be emphasized. 

a. Study of equipment. 

1. Structure of range and principles of fire building 

and management. 

2. Purpose and method of using utensils. 

3. Principles of cleaning. 

b. Methods of working. 

1. Use of accurate measurements. 

2. Determination of tables of measurement. 

c. Preparation and serving of the following foods in respect to 

(a) underlying principle of cookery, (b) ideal re- 
sults, (c) manner and place of serving, with ac- 
companiments:* 
1. Water. 

a. Sources of drinking supply. 

b. Safe water, how procure or insure. 

c. Water as a solvent. 

d. Water as a carrier of flavors. 

1. Beverages — decoction, infusion. 

2. In fruits — fresh, replacement of in dried. 

3. In ices. 



*For a detailed outline of single lessons. ^^^ y^} ^^^ ^l^'^^^^''^,''^^^^^ ^lich 
lessons for a term's work will be found m "Principles of Elementary ^""^^'^^ j^^^^'^^ 
may be obtained of the State Agricultural College, ^anhat f" at 25 cents ea^^^^ 
which should be in the hands of all pupils. Teachers also should have a copy oisy 
of Domestic Science and Domestic Art" for 1910-'ll. published by the University or 
Illinois, Urbana, 111. 



182 High School Course of Study. 

i. Laboratory — continued. 

c. Preparation and serving of foods. 

2. Fruits, fresh and dried. 

3. Sugar, stages of cookery illustrated by candies. 

4. Starch. 

a. Experiments to show behavior with dry and 

moist heat differently applied. 

b. Cookery in starchy vegetables and in sauces. 

c. Combination of sauces with foods, to form 

variety of starchy dishes. 

d. Principles of cookery applied to starchy desserts 

and beverages. 

e. Cookery of starch in cereals as differing from 

freed starch. 

5. Use of fats in foods. 

a. Making of plain pastry and its use in pies. 

b. Method of cooking in deep fat. 

c. Method of cooking in shallow fat. 

d. Economical use of fat, unfit for cookery, in 

making soap. 
. 6. Protein. 

a. Experiments to show behavior of protein at 

different temperatures, illustrated by soft- 
and hard-cooked eggs. 

b. Enclosure of air in eggs by beating. 

c. Eggs used for thickening in combinations of 

milk and eggs. 

d. Combination of starchy and protein foods. 

e. Cookery of cheese. 

f. Structure and cuts of meat and fish as related 

to cookery and use as a protein food. 

g. Cookery of vegetable protein in legumes and 

nuts. 

7. Use of gelatine in plain jellies and sponges. 

8. Study of leavening agents and flour mixtures. 

a. Experiments to show effect of moisture and 

heat upon different agents. 

b. Development of principles of use and care. 

c. Preparation of quick breads and cakes to il- 

lustrate use of air, soda, and baking powder, 
and also the mixing of batters. 

d. Making loaf of bread to illustrate leavening 

with yeast and the mixing of doughs. 

9. Salads. 

10. Frozen dishes. 

11. Combination of principles learned and table setting 

and serving in the preparation and serving a simple 
meal. 
2. Theory. — To be taught by lecture and reference work and recita- 
tion. 

a. Development of primitive to modern apparatus for, and 

methods of, cookery. 

b. Physics of heat production. 

c. Efficiency and economy of different fuels. 

d. Sanitary and economic materials for utensils. 

e. Foods in general; definition, classification, use, methods by 

which they are made available. 

f. Study of the five foodstuffs as to the principles which sep- 

arate them into classes. 



Domestic Science. 183 

2. Theory. — continued. 

g. Foods representative of or related to the different classes 
studied as to (a) source, (b) composition, (c) 
production, (d) digestion, (e) economic and nu- 
tritive value, (f) purchasing, and (g) care. 

1. Water and mineral salts — ex., salt, v?ater, tea, coffee, 

fruits, fresh vegetables, 

2. Carbohydrates — ex., sugar, starch, fruit, vegetables, 

cereals. 

3. Fats — ex., butter, cream, lard, olive oil. 

4. Protein — ex., eggs, milk, cheese, meats, fish, legumes, 

nuts, gelatine. 
h. Acids and alkalies as related to chemical leavening agents, 

their manufacture and adulteration, 
i. Yeast as a plant, and its relation to bread making, 
j. Conditions w^hich make for and against the ideal loaf of bread, 
k. Physics of freezing. 

ADDITIONAL WORK. 

Two-fifths unit. Given to make Domestic Science one full unit. 

1. Laboratory — Canning and Preserving. — To be accompanied by 

lectures and recitations on preservation of food, and to 
occupy one-third of the additional time. 

a. Principles of sterilization. 

b. Cookery of fruit and vegetables in relation to preserving 

shape, color and flavor. 

c. Canning. 

d. Preserving. 

e. Pickling. 

f. Jelly making. 

2. Laboratory — Invalid Cookery. — To be accompanied by lectures and 

recitations on personal hygiene, and to occupy one-third 
of additional time. 

a. Rules for administration of foods to invalids. 

b. Preparation of liquid foods; drinks, broths. 

c. Preparation of easily digested, nourishing solids. 

d. Preparation of trays for special cases. 

3. Laboratory — Advanced Cookery. — To be accompanied by lectures 

and recitations on the home, and to occupy one-third of 
additional time. 

a. More complex dishes representative of the different classes 

of foods not included in foods course but dependent upon 
them for foundation principles. 

b. Serving of meals to give practice in marketing and serving. 

4. Theory — Preservation of Food. 

a. Conditions favorable and unfavorable to the growth of — 

1. Yeast. 

2. Mold. 

3. Bacteria. 

b. Means of destroying microorganisms. 

c. Relation of microorganisms to preservation of food. 

d. Methods of food preservation. 

5. Theory — Personal Hygiene. 

a. Health— definition, value of, personal responsibility for, 

factors in. 

b. Hygiene of — 

1. Bathing. 

2. Clothing. 

3. Feeding. 

4. Sleeping. 

5. Exercise. 



184 High School Course of Study. 

5. Theory — Personal Hygiene. — continued. 

c. Special care of — 

1. Eyes. 

2. Ears. 

3. Nose. 

4. Throat. 

5. Mouth. 

d. Bandaging and care of wounds. 

6. Theory — The Home. 

a. Location of house in regard to drainage, sunlight, prevailing 

wind, neighborhood. 

b. Considerations to be observed in planning a house. 

c. Heating, lighting and ventilation, principles of each and re- 

lations to each other. 

d. Convenient, abundant and pure water supply. 

e. Disposal of sewage and garbage. 

f. Care of the home. 

g. Division and expenditure of income. 

SUGGESTED DETAILED OUTLINE. 

for laboratory lessons to illustrate eggs used for thickening in 
combinations of milk and eggs. 
1. Custards. 

a. Principles. — That of the cookery of albumin. Preferred tem- 

perature 160° F. to 180° F. A custard is a mixture of 
egg and milk, sweetened and flavored. 

b. Methods of cooking. 

1. Soft custard. 

2. Steamed custard. 

3. Baked custard. 

4. Fried custard. 

5. Frozen custard. 

c. Utensils. 

1. For soft custard, double boiler. 

2. For baked custard, set of cups or molds in a pan of 

water. 

3. For steamed custard, cups or molds, covered, set in 

steamer. 

d. General rule or formula for a simple soft custard. 

1. Ingredients: 1 c. milk; 1 egg; 2 tbsp. sugar; % tsp. 

flavoring. 

2. Method of combining: 

a. Heat milk in double boiler. 

b. Beat egg slightly. 

c. Pour carefully the hot milk over the other in- 

gredients beaten together. 

3. Precautions : 

a. If cooked too long it curdles. 

b. Stir to keep smooth and avoid lumping. 

c. Do not mix much sugar with little egg as it 

makes yellow threads through liquid. 

d. Do not beat the eggs too light. 

e. Pour the milk over the egg to avoid lumping 

and to rinse out the bowl. 
e. Tests when done. 

1. For soft custard. 

a. Heaps on spoon. 

b. Foam disappears. 

c. Coats the spoon. 

d. Thickens. 



Domestic Science. 185 

1. Custards. — continued. 

e. Tests when done. 

2. For baked custard. 

a. Knife blade comes out clean. 

b. Puffs on top. 

f. Substitutes for eggs, or how fewer could be used. 

1. Cornstarch or flour with egg, as in puddings or 

sauces. 

2. Gelatine with eggs, as in creams or Bavarians. 

g. Kinds. 

1. Caramel custard. 

2. Tapioca. 

3. Chocolate, cocoanut, etc., named from various flavors. 
h. Serving. 

1. Soft custard. 

a. By itself. 

b. As a sauce for puddings. 

c. As a part of dishes like floating island. 

d. With meringue and jelly. 

e. Poured over fruit or cake, 
i. Suggestions. 

1. If curdled, beat with egg-beater, or pour back and 

forth, using two dishes. 

2. Remove from double boiler as soon as cooked to pre- 

vent overcooking. 

3. When cooling stir occasionally to prevent coating 

forming. 

4. More mellow if flavored when hot, but more flavoring 

required. 

5. When used as a sauce, have custard thin enough to 

pour. 

6. For a thicker custard, increase the number of eggs; 

one egg thickens as much as one tablespoonful of 
cornstarch. 

7. Usually allow 2 tablespoonfuls of sugar to each egg. 

8. Yolks alone make a smoother custard, two yolks sub- 

stituting for one egg. 

9. Two whites in place of one egg make a white custard. 

SUGGESTED DETAILED OUTLINE. 

FOR THEORY LESSON ON EGGS. 



1. Eggs. 



Kinds. 

Hen, duck, goose, turkey, guinea hen, prairie chicken, 
plover, seagulls, ostrich, turtle, fish. 
General structure. 

1. Shell — porous. 

2. Lining — a tough, white membrane. 

3. White — a solution of proteids enclosed in thin-walled 

cells. 

4. Yolk — an emulsion of fat in proteid solution. 

.5. Nucleus— a starting-point of development of young 

6. Cords — composed of albumen, suspending yolk in 
white. 
General composition. 

1. Water, 73.7 per cent. 

2. Proteid, 14.8 per cent. 

3. Fat, 10.5 per cent. 

4. Mineral matter, 1.0 per cent. 



186 High School Course of Study. 

1. Eggs. — continued. 

d. Preservation. 

1. Fresh egg. 

a. Rough, dull shell. 

b. Clear when held to light. 

c. Sink in water. 

2. Causes of spoiling. 

a. Bacteria entering through pores of cell. 

b. Development of nucleus. 

3. Methods of prevention. 

a. Exclusion of bacteria by coating shell. 

b. Providing temperature unfavorable to growth 

of bacteria or nucleus. 

e. Cookery. 

1. Requires low temperature for proper coagulation of 

albumen. 

2. High temperature toughens albumen and makes it 

difficult to digest. 

f. Value as food. 

1. Rich in proteid and fat. 

2. Very nutritious and completely absorbed. 

3. Good substitute for meat. 

4. Should be combined with foods rich in carbohydrates. 

BIBLIOGRAPHY. 
A. For Students. 

"Library of Home Economics," American School of Home Economics. 

Published by Maurice Le Bosquet, Chicago, or Whitcomb & Barrows, 

Boston. 
Richards and Elliot, "Chemistry of Cooking and Cleaning," Whitcomb & 

Barrows, Boston. 
Williams and Fisher, "Elements of the Theory and Practice of Cooking," 

Macmillan, New York. 
Wilson, "Handbook of Domestic Science and Household Arts," Whitcomb 

and Barrows, Boston. 
Snyder, "Human Foods," Macmillan, New York. 
Conn, "Bacteria, Yeasts and Molds," Ginn & Co., Chicago. 
Conn, "The Story of Germ Life," Appleton, Chicago. 
Prudden, "The Story of Bacteria," Putnam's, New York. 
Prudden, "Dust and Its Dangers," Putnam's, New York. 
Prudden, "Drinking Water and Ice Supplies," Putnam's, New York. 
Carpenter, "How the World is Fed," American Book Co., Chicago. 
Carpenter, "Foods and Their Uses," Scribner's, Chicago. 
Green, "Food Products of the World," Whitcomb & Barrows, Boston. 
Parloa, "Home Economics," The Century Co., New York. 
Richards, "Sanitation in Daily Life," Whitcomb & Barrows, Boston. 
Bevier, "The House," Whitcomb & Barrows, Boston. 
Clark, "Care of the House," Macmillan, New York. 
Price, "Handbook of Sanitation," Whitcomb & Barrows, Boston. 
Bailey, "Sanitary and Applied Chemistry," Macmillan, New York. 
Pyle, "Personal Hygiene," W. B. Saunders, 925 Walnut St., Philadelphia. 
Hill, "Practical Cooking and Serving," Doubleday, Page & Co., New York. 
Farmer, "Boston Cooking School Cook Book," Little, Brown & Co., Boston. 
Farmer, "Diet for the Sick and Convalescent," Little, Brown & Co., 

Boston. 
Lincoln, "Boston Cook Book," Roberts Bros., now Little, Brown & Co., 

Boston. 
Hill, "Salads, Sandwiches and Chafing-dish Dainties," Little, Brown & 

Co., Boston. 
Hill, "Up-to-date Waitress," Whitcomb & Barrows, Boston. 
Springstead, "Expert Waitress," Whitcomb & Barrows, Boston. 



Domestic Science. 187 

Lovewell, Whittemore and Lyon, "The Fireless Cooker," Home Publishing 

Co., 1615 College Ave., Topeka. 
White, "The Fuels of the Household," Whitcomb & Barrows, Boston. 
N. E. Goldthwaite, "Principles of Jelly Making," Illinois Experiment 

Station Bulletin, University of Illinois, Urbana, 111. 
Bulletins of Kansas State Board of Health, Topeka. 

Farmers' Bulletins, U. S. Department of Agriculture, Washington, D. C. 
No. 34, Meats: Composition and Cooking. 
42, Facts about Milk. 
63, Care of Milk on the Farm. 
74, Milk as Food. 
93, Sugar as Food. 
112, Bread and the Principles of Bread Making. 
119, Experiment Station Work. 
121, Beans, Peas, and Other Legumes as Food. 

125, Protection of Food Products from Injurious Temperature. 

126, Practical Suggestions for Farm Buildings. 
128, Eggs and Their Uses as Food. 

142, The Nutritive and Economic Value of Food. 

155, How Insects Affect Health in Rural Districts. 

166, Cheese Making on the Farm. 

175, Home Manufacture and Use of Unfermented Grape Juice. 

183, Meat on the Farm: Butchering, Curing and Keeping. 

203, Canned Fruit, Preserves, and Jellies. 

234, The Guinea Fowl and Its Use as Food. 

238, Citrus-fruit Growing in the Gulf States. 

241, Butter Making on the Farm. 

249, Cereal Breakfast Foods. 

252, Maple Sugar and Syrup. 

256, Preparation of Vegetables for the Table. 

268, Industrial Alcohol: Sources and Manufacture. (Interesting 

to those equipping with alcohol stoves.) 

269, Industrial Alcohol: Uses and Statistics. (Interesting to those 

equipping with alcohol stoves.) 

270, Modern Conveniences for the Farm Home. 
293, Use of Fruit as Food. 

298, Food Value of Corn and Corn Products. 
301, Home-grown Tea. 
332, Nuts and Their Uses as Food. 
348, Bacteria in Milk. 
356, Peanuts. 

359, Canning Vegetables in the Home. 
375, Care of Food in the Home. 
389, Bread and Bread Making. 
391, Economical Use of Meat in the Home. 
413, The Care of Milk and Its Use in the Home. 
426, Canning Peaches on the Farm. 
429, Industrial Alcohol Sources and Manufacture. 
431, The Peanut. 
Bulletins for Farmers' Wives (12 in number), published at College of 
Agriculture, Cornell University, Ithica, N. Y. 10 cents each. 

B. For Teachers. 

Halliburton, "Essentials of Chemical Physiology," Longmans, Green & 

Co., Chicago. 
Thompson, "Practical Dietetics," Appleton. 
Hutchison, "Food and Dietetics," Wm. Wood & Co., 51 5th Ave., New 

York. 
Gibson, "Beautiful Houses," Macmillan. 
Harrington, "Practical Hygiene," Lea Bros. & Co., 706 Samson St., 

Philadelphia. , , , . 

Wiley, "Foods and Their Adulteration," Blakiston, Philadelphia. 



188 High School Course of Study. 

Hough and Sedgwick, "Human Mechanism," Ginn & Co. 

Weeks-Shaw, "Textbook of Nursing," Appleton. 

Sherman, "Chemistry of Food and Nutrition," Macmillan. 

Leach, "Food Analysis and Inspection," Wiley & Sons, 43-45 E. 19th St 

New York. 
Davis, Nathan S., "Alimentary Therapeutics, Dietetics" (edited by 

Cohen), Blakiston. 
Pattee, "Diet in Disease," pubhshed by author, 52 W. 39th St., N. Y.: 

press of H. J. Little & Co. 
Magazine: Journal of Home Economics, Benj. S. Andrews, Columbia 

University, New York. 
Magazine: Good Housekeeping, Springfield, Mass. 

Doctor Langworthy's Food Charts (splendid), from United States De- 
partment of Agriculture, Department of Publications. Seventeen 

charts for $1. 
Bulletin No. 28, "Composition of American Food Materials," Department 

of Chemistry, United States Bureau of Publications, Department of 

Agriculture. Price, 10 cents. 

Exhibits. 

From Corn Products Refining Company, New York. Constituents of milk, 
in bottles; constituents of flour, in bottles. From Murdock Spice Com- 
pany, Station A, Kansas City, Mo.; Walter Baker Chocolate Company, 
Dorcester, Mass.; Pratt Institute, New York. 

EQUIPMENT DEALERS. 

In many cases local dealers will be able to supply all necessary equip- 
ment, but for guidance where they are unable to do so the names of the 
following firms of whom materials for domestic science may be obtained 
are appended: 

Geo. M. Clarke, Chicago. Gas fixtures. Single stoves, $4; double 
stoves, $10. Send for pamphlet of prices. 

M. D. Range Company, 96-100 Lake St., Chicago. Gas fixtures and 
other types of stoves. These people furnish an ideal gas plate, nickel 
finish; swinging plate, which can be swung back, leaving desk clear. 

Orr & Lockett, 71-73 Randolph St., Chicago. Alcohol stoves, gas 
fixtures and all domestic science hardware equipment. These people 
have been making a specialty of equipping domestic science kitchens, and 
have lists and prices, ready for inspection, from which choice may be 
made. 

C. G. Everson & Co., 83 E. Lake St., Chicago. Stoves, gas fixtures, 
and all hardware. 

The Bangs Hardware Company, Chicago. Alcohol stoves, oil and 
gasoline stoves, gas fixtures and hardware. 
For alcohol stoves: 

Manning Bowman Company, Meriden, Conn. Send for booklet. 
Stove No. 60 costs $4.50, and costs 0.016 per hour; another 
costs $2.50. 
Walker & Co., Boston, Mass. The Norma Alcohol Stove. Stove 

costs $2.50; costs per hour, $0,011. 
Lewis & Conger, New York. Alcohol stove with wick. Price, $2.70. 
For all dish and enamel ware supplies, Carson Pirie, Scott & Co., 
Chicago, furnish beautiful varieties. Send for lists and prices. 

Montgomery Ward & Co., Kansas City, Mo., furnish lists for domestic 

science equipment. „, ^, . t^ ^^ 

E H Sheldon & Co., 320-328 North May St., Chicago. Domestic 

science tables. Table for four girls, including burners for gas: 

Opalescent glass top, $22.50; cement fiber top, $19.50. 

Morietta Glass Company, Indianapolis, Ind. Opalescent glass table 

tops. 



Domestic Art. 189 

Alberene Company, Chicago, New York and Boston. Patent stone or 
Alberene table top. (Looks like gray marble.) Cost, $18. 

Imperial Floor Co., 1108 Granite building, Rochester, N. Y., Cement 
table top. 

SUGGESTIONS. 

Tables may be made by local carpenter, under the direction of the 
domestic science teacher, and covered in various ways: 

Oilcloth. — This has many disadvantages. 

Soft wood. — Very hard to keep clean; unsanitary. 

Zinc. — Sanitary; apt to wrinkle; discolors with water, salt and acids. 

Hard wood. — (a) Oiled pine; (b) maple; (c) oak. All wood tables 
require much time on part of girls for scrubbing. 

Glazed tile. — White. Cracks appear in cement after service. 

Unglazed tile. 

Opalescent glass. — Sanitary, ideal, beautiful. 

Fiber cement. — Good. 

Marble or Alberene. — Good. 

Orr & Lockett, of Chicago, furnish a metal top which screws down on 
wood top ; does not have the disadvantage of wrinkling found in zinc. 



DOMESTIC ART. 

Note. — The courses in domestic science and domestic art have been arranged so that 
both together may constitute a single unit of credit in the proportion of three-fifths and 
two-fifths, respectively ; additional work is also described in each branch, so as to provide 
for a full unit of credit in each. 

OBJECT OF THE COURSE. 

1. To arouse in the pupil a respect for work by teaching her that 
manual labor, if well and thoughtfully done, is as worthy and elevating 
as intellectual effort. 

2. To bring the pupil to realize that a woman is not well educated 
unless she can use the hand as well as the head. 

3. To impress her with the idea that, to produce the best results in 
manual as well as intellectual work, thought is required. 

4. To develop an appreciation of the important part that the production 
of textiles and clothing plays in the industrial, economic and social world. 

5. To teach economy and suitability in the purchase and making of 
clothing. 

6. To give the pupil an understanding of the principles of hand and 
machine sewing, with practice to enable her to make and keep in repair 
her own clothing. 

TIME. 

Amount necessary to make two-fifths unit credit. Minimum time per 
period, 40 minutes. 

For the following outline it will be more satisfactory to divide the 
time per week thus: Laboratory work, one double period; theory, one 
single period. 

PREVIOUS TRAINING. 

The pupils have had no previous school training in domestic art. 
EQUIPMENT. 
1. Least Possible for a Class of 20. 
For the hand work alone the regular school desks could be used, but 
for the cutting and making of garments tables would be necessary: 
Five tables, 5 or 6 ft. by 30 to 36 in., $8 to $10. 
Twenty chairs, per dozen, $12 to $22. 
Four sewing machines, $85. 



193 High School Course of Study. 

Iron; common flat iron, electric or gas, 50 cents to $4.25. 

Ironing board, $1. 

Drafting paper, per roll, $4 to $5. 

Twenty yardsticks. 

Closet or cupboard for storing materials and implements. 

Materials for models furnished by the school so as to be uniform. 
The pupil should furnish a box containing pins, needles, scissors, 
thread, tape measure, thimble, pincushion and emery; cost, 25 cents to 
$1, according to what she may have at home. 

Materials for articles and garments are furnished by the pupil. 

2. Additional Desirable Equipment. 

Locker, $40. 

Ironing table, $3.50. 

Exhibit case. 

Squares, $11 per dozen. 

Skirt marker, $15. 

Mirror, $2 to $25. 

Cutting table. 

Tracing boards. 

Demonstration frame. 

Illustrative material- — gradual accumulation. 

Course of Study in Sewing. 

Two-fifths unit. ^ 

1. Laboratory Work. 

a. Hand sewing. 

Stitches — basting, running, backstitching, overcasting, hem- 
ming, overhanding. 
Seams — French, felled, hemmed, overhand. 
Hems — plain, French, flannel, faced, extension. 
Repairing. 

By patching — hemmed patch, overhand patch, darned 

patch. 
By darning — on linen, cotton, wool; stocking darn. 
Fastenings — buttonholes, buttons, hooks and eyes, blind 

loops, eyelets, tape. 
Simple embroidery — chain stitch, feather stitch, catch stitch, 
blanket stitch, hem stitch, satin stitch, outline 
stitch (if time allows). 
The foregoing is to be worked out with as few models as 
possible, most of the sewing being done upon articles for 
household use and upon garments, such as a towel or pil- 
lowcase, bags of various kinds, a fancy or a cooking apron, 
curtains, cushion covers and Christmas gifts, or upon the 
corset cover. 

b. Hand and machine sewing. 

Corset cover. 

Use tissue pattern. 
Long seams sewed on machine. 
Finished by hand. 
Petticoat. 
- Draft pattern with simple, straight rule draft. 

Machine work entirely with the exception of basting 
and gathering. 

2. Theory. 

Study of textiles, materials and implements used. 
Cotton, flax. 

Thread, needles, pins, thimble, emery, scissors, buttons, 
hooks and eyes, machines. 



Domestic Art. 191 

2. Theory. — continued. 

Evolution of spinning and weaving. 

Discussion of underwear. 

Materials^ — width, price, durability, suitability. 

Methods of making. 

Estimation of cost. 

Hygiene, relating especially to underwear. 

Good taste. 

Making a book illustrating cotton materials, trimmings, and 
methods of making, also the division of the whole amount 
spent for clothing, especially the amount for underwear 
in relation to outer garments. 

Relative value of ready-made and home-made clothing; cost, dura- 
bility, conditions under which it is made. 

Laundering of cotton and linen. 

Inventors of machinery used in textile industries; ex., Eli Whitney. 

Visits to mills and manufactories if possible. 

Color in relation to dress. 

ADDITIONAL WORK. 

Three-fifths unit. Given to make domestic art one full unit. 

TIME. 

Laboratory: Three double periods, or two more than for two-fifths unit. 

Theory: Two single periods, or one more than for two-fifths unit. 

1. Laboratory. 

Drawers. 

Draft pattern with straight rule draft. 

Machine work. 
Plain tailored shirt-waist suit. 

Draft pattern with straight rule draft. 
Fancy lingerie waist. 
Tissue-paper pattern. 

2. Theory. 

Study of wool and silk fibers. 

Use of tissue patterns. 

Color and design in relation to dress. 

Color combinations for cotton, wool, and silk materials. 

Designs suitable for various figures and various materials, 
emphasizing simplicity and individuality. 
Extend book suggested in previous outline to include illustrations 

of wool and silk materials, and total expenditure for clothing. 

.A FEW LESSONS IN DETAIL. 
TO illustrate subject matter and method. 

1. Laboratory Work. 

a. In hand sewi/ng. 

MODEL VI. — Matchixg Stripes and Patching. 
Material. 

Gingham, 6 inches by 7 inches. 
Two patches, 2% inches square. 
Thread, No. 70. 
Needle, No. 9. 
I. — Matching stripes. 

A bias cut is a cut through both warp and woof 
threads. A true bias is made by laying a warp 
thread on a woof thread and cutting on the fold. 



192 High School Course of Study. 

1. Laboratory Work. — continued. 

a. In hand sewmg. 

Model: Measure 2 inches from one corner, fold 
the cloth on the true bias, and cut. Make ^/4-inch 
turning on the bias edges and overhand them 
together, matching the stripes carefully. Over- 
cast the raw edges. 
II. — Patching. 

A patch is a piece of cloth sewed to a garment to 
repair it. It may be put on in various ways, as 
by overhanding, hemming, and darning. A patch 
should be large enough to cover all worn places. 

Care must be taken to have the warp and woof 
threads of the patch run the same way as the 
warp and woof threads of the garment. Stripes, 
checks and plaids should always match. 

In patching a lined garment the patch may be over- 
handed to the right side. 

When patching near a seam or band, it is better to 
rip seam or band so that the patch may be sewed 
in with these. 

Model: In two opposite corners, measure 1% inch, 
and from this point mark off a 1-inch square. 
Beginning at the center cut to each corner of 
the square and fold back on the lines marked. 

1. Hemmed patch. 

The hemmed patch is best for worn material. 
Hem the garment to the patch on the right 
side, and on the wrong side hem the patch 
to the garment, lapping % inch. 

2. Overhanded patch. 

The overhanded patch does not overlap the 
material, and for this reason the sti'ain 
comes on one thread on each side. It is, 
therefore, not as strong a patch as the 
hemmed patch. 
Place the patch to the wrong side of the gar- 
ment, overhand it to one end of the open- 
ing, and then overhand the sides and the 
second end. Overcast the raw edges. 

b. In machine sewinig. 

Petticoat. 



1. 


Materials. 


2. 


Measures for pattern. 


3. 


Draft pattern. 


4. 


Making. 




a. 


Placing pattern and cutting. 




b. 


Basting seams. 




c. 


Fitting. 




d. 


Sewing seams. 

French or felled. 




e. 


Placket. 

Make a model showing plackets before 
putting into the garment. 




f. 


Placing band. 




. g. 


Finishing bottom. 
Mark for length. 
Dust-ruffle and flounce. First make 
model showing dust-ruffle, flounce 
and tucks. 




h. 


Button and buttonhole. 



Domestic Art. 193 

2. Recitation Work. 

a. Cotton. 

History. 

Countries producing it. 

Kinds. 

Structure — plant, fiber. 

Properties. 

By-products. 

Culture. 

Enemies. 

Manufacture — from field to cloth. 

Kinds of cloth. 

b. Evolution of weaving. 

Need of woven material. 
Primitive looms — parts and uses. 
Later looms. 

Preparations for weaving. 
Fibers in use. 

These lessons as shown require several class periods. For example, 
the outline for petticoat may cover one-third of a year, while the study 
of cotton may occupy five or six class periods. 

BIBLIOGRAPHY. 

1. Sewing. 

"Home and School Sewing," Patton. Newson & Co., New York. 

"Textiles and Clothing," Watson. American School of Home Eco- 
nomics, Chicago. 

"Course in Sewing," Margaret J. Blair. Webb Publishing Com- 
pany, St. Paul, Minn. 

"Sewing Course," Mary S. Woolman. F. A. Frenald, Buffalo, N. Y. 

"Embroidery and Their Stitches." Butterick Publishing Company, 
New York. 

-2. Textiles. 

"The Story of the Cotton Plant," Wilkinson. Appleton. 

"Cotton Spinning," Marsden. Macmillan. 

"Textiles," Dooley. D. C. Heath & Co., Chicago. 

"Textiles and Clothing," Watson. 

"Some Points in Choosing Textiles," Gibbs. University of Illinois 

Bulletin. 
"How We are Clothed," Chamberlain. Macmillan. 
"Flax for Seed and Fiber." Farmers' Bulletin No. 27. 
"The Cotton Plant." U. S. Bulletin No. 33. 
"Useful Fibers of the World," Dodge. U. S. Department of 

Agriculture. 
Encyclopedia. 

3. Weaving and Spinning. 

"Origin of Inventions," Mason. Scribner's. 
"Woman's Share in Primitive Culture," Mason. Appleton. 
"Colonial Days in Old New England," Earle. Macmillan. 
"Textiles and Clothing," Watson. 

4. History, Inventions and Inventors. 

"Industrial Evolution of the United States," Wright. Scribner's. 

"Origin of Inventions," Mason. 

"Economic History," Bogart. Longmans, Green & Co. 

"Story of the Cotton Plant," Wilkinson. Appleton. 

Encyclopedia. 

-5. Hygiene. 

"Personal Hygiene," Le Bosquet. American School of Home 
Economics. 

-13 



194 High School Course of Study. 

6. Color. 

"Home and School Sewing," Patten. : 

"Textiles and Clothing," Watson. ;. 

7. Laundering. 

"Chemistry of Cooking and Cleaning," Richards. Home Y^rience 

Publishing Company, Boston. 
"Laboratory Manual for Laundry," Sheperd. Juanita SHeperd, 

St. Anthony Park, Minn. 

8. Implements and Materials Used. 

Twelfth Census Report of the United States. 

"A Thread Mill." O. N. T. Thread Company, Newark, N. J. 

Encyclopedia. 

9. Purchasing. 

"Hints on Clothing," Woolman. Teachers' College Bulletin^ 

Columbia University, New York. 
"Some Points in Choosing Textiles," Gibbs. 

10. Helpful Magazines. 

Woman's Home Companion, New York. 

Journal of Home Economics, Benjamin S. Andrews, Columbia 

University, New York. 
The House Beautiful, Chicago. 
Good Housekeeping, Springfield, Mass. 
Ladies' Home Journal, Philadelphia. 

11. Special Help to the Teacher. 

"Domestic Art in Woman's Education," Cooley. Whitcomb & 
Barrows, Boston, Mass. 

12. Additional. 

"Wool, Cotton, and Silk from Fiber to Fabric," Posselt, vol. IX^ 

part III. 
"Chemistry of Textiles," Frederick Dannerth. 
"Textiles, Raw Materials," Zipser. 
"Textiles, Fibers of Commerce," Haunair. 
"Silk Culture," Farmer's Bulletin 165, U. S. Dept. of Agr. 
"Encyclopedia of Textiles," Work, 7 vols. 
"Flax Culture," Farmer's Bulletin 274, U. S. Dept. of Agr. 
"Makers of Our Clothes," Clementina Black. 
"Art in Dress," Dorothy Quigly. 
"Art of Beauty — Art of Dress," Mary E. Harris. 
"Art and Ornament in Dress," Blaine. 

"Silk, its Origin and Culture," Monotuck Silk Co., Florence, Mass.. 
Magazines: The Journal of Home Economics; The Textile World; 

The Textile American; Fiber and Fabric. 
Education: "The Place of Industries in Elementary Education"; 

"The School and Society," John Dewey; "Industrial and Social: 

Education," Wm. A. Baldwin. 

EXHIBIT WORK. 

Corticelli Silk Company, St. Louis, Mo. Silk exhibit. 

Wm. Crowley & Son, 211 Jackson Boulevard, Chicago. Needle manu- 
facturing exhibit. 

Chattanooga Knitting Mills, Chattanooga, Tenn., for cards illustrating- 
cotton manufacturing processes. 

Belding Sewing Book. 5 cents. Published by Belding Silk Manufactur- 
ing Company, 1121 Wabash Street, St. Louis, Mo. 

Thimbles. Scoville Manufacturing Company. Different stages of manu- 
facture of thimbles. 



Woodworking. 195 

Needle*- Milards Helis Needles. Various processes shown in glass cases. 
. exhibit. Arlington Mills, Lawrence, Mass.; St. Mary's Woolen 
nufacturing Company, St. Mary's, Ohio. 

Pins. American Pin Company, Waterbury, Conn. Exhibit showing proc- 
ess c^ manufacturing pins. 

The Crauss Shear Company, Freemont, Ohio. 

Barbour Linen Thread Company, 96-98 Franklin St., N. Y. Processes 
involved in making thread. 

Marshall Field Company, Chicago. The Home Beautiful. Illustrations 
of colonial draping fabrics. 



WOODWORKING. 

OBJECT. 

. The aim of the work in manual training as it is taught in the schools 
of our country ranges all the way from the general development of the 
child's faculties and powers to the training of boys to become skilled 
workmen. The mechanic of the future must be an all-around workman; 
that is, he must understand something of both hand work and machine 
work, and will, therefore, be broader minded and better developed than 
either the old-time hand worker or the machine worker of later time, who 
is an expert in the handling of one particular machine, but who can 
do nothing else. The manual training in the schools all over the country 
has brought this about to a considerable extent. It has aimed to give 
the pupil a broader knowledge of materials, a wider range of expression, 
and a more extensive knowledge of tools and machinery. 

It is, in fact, a systematic training, which must develop the physical, 
mental and moral sides of the child, if persisted in by him and if taught 
by the right kind of an instructor. The united action of mind and hand 
secures coordination of mental and motor activities, and by continued 
reaction insures the harmonious development of both mind and body. It 
gives the pupil greater control of his physical powers and increases his 
ability to do his will by teaching him to know his possibilities and his 
limitations. 

The pupil who needs manual training most is he who is awkward in 
the handling of himself and his faculties— the boy who puts his hands 
into his pockets because he does not know what to do with them; whose 
school work is untidy and devoid of all system; who has formed ob- 
jectionable habits that can be corrected under the direction of a careful, 
thoughtful teacher. Many things may be said to an individual which 
can not be said before the class, and for that reason the manual-training 
teacher often has a better opportunity than the teacher of academic sub- 
jects to correct the faults of the pupil. 

A boy with a few inexpensive tools can be of a great deal of as- 
sistance to his parents in making repairs about the home — repairs that 
would mean the saving of quite a sum of money in many cases. He 
would, moreover, be furnished with an occupation that would keep him 
at home, and, because of his greater knowledge of the value of materials,, 
would tend to make him more considerate of the property of others. 

COURSE. 

To accomplish these purposes the work suggested for one year in the 
high school may be outlined as follows: 

A detailed series of graded lessons is selected by the teacher from the 
outlines given below. Each exercise is first presented in the form of a 
working drawing made by the pupil, a blueprint or a blackboard sketch. 
The mechanical processes of constructian are then explained by the 
teacher or illustrated before the class, as the case demands. Careful 
instruction in the care and grinding of each tool should precede its use 



196 High School Course of Study. 

by the pupil. A certain amount of preliminary work is necessary to rapid 
advancement. 

This preliminary work is given below in the form of tool processes. 
These processes should be demonstrated to the pupils before they are 
employed in the making of an exercise requiring their use. Exercise in 
these processes may be had on waste pieces of wood, or may be applied 
in the making of small articles as suggested. 

1. Measuring and lining exercise. 

a. On a rough board with a two-foot rule and pencil; try-square 

and pencil; bevel and pencil. 

b. On a smooth board with marking gauge; try-square and knife; 

bevel and knife. 

c. On a smooth board with compass, straightedge and knife, mak- 

ing a protractor with 15-degree divisions. 

2. Sawing exei-cises, preparation of stock for models. 

a. Rip and crosscut sawing to pencil lines, rough board resting 

horizontally on trestles. 

b. Rip sawing to guage lines, piece held upright in vise. 

c. Use of back saw; square ends, sides of grooves; the piece 

resting on bench hook or in vise. 

d. Sawing on diagonal; sawing kerfs in miter box. 
c. Curve sawing with hand-turning saw. 

3. Sharpening exercises. 

a. Straight and curved edge tools on grindstone. 

b. Whetting straight and curved edge tools on flat oilstones and 

slips. 

4. Planing exercises. 

a. Making plane surfaces, jointing edges, planing to gauge lines. 

b. Use of block plane; squaring ends held in vise. 

c. Oblique end planing. 

d. Rabbeting, beading, grooving, etc. 

Applications: sandpaper block, picture frame, drawing 
board. 

e. Router plane: planing surfaces below general surface of pieces. 

Applications: bottoms of dados, or grooves, dovetail joints, 
etc. 

5. Nailing exercises. 

a. Nailing square joints, using brads, finishing nails and wire 

nails. 

b. Toenailing. 

c. Nailing miter joints. 

Application : nail box, screw box for shop equipment, picture 
frame, etc. 

6. Boring exercises. 

a. Perpendicular boring with auger bits, across the grain, en- 

tirely through. 

b. Perpendicular boring to a given depth both across the grain 

and in the direction of the grain. 

c. Boring with awls, drills, countersinks. 

Application: boring out unused sections, boring for ad- 
mission of turning saw, boring for ornament, boring for 
dowel pins in joining two pieces, boring for dowel pins 
for fastening rails of tables and chairs to legs, drilling 
and countersinking for screws, drilling with awl for brads. 

7. Chiseling exercises. 

a. Sides and bottoms of grooves across and in the direction of 

the grain. 

b. Sides and bottoms of oblique grooves. 

c. Curved surfaces. 

Application: gauge, mortise and tenon, dovetail, oilstone, 
box, rabbeting, drawing board, etc. 



Woodworking. 197 

8. Gluing exercises. 

a. Rubbed joints. 

b. Clamped joints. 

c. Doweled joints. 

Application : picture frame, T square, drawing board, 
joints used in making furniture. 

Brief talks on the following subjects should be given as the mastery of 
the tools and processes proceeds: Structure of wood, composition of wood, 
age of trees, decay of trees, season for cutting trees, lumbering and 
milling, warping properties of wood, measure and value of wood, 
preservation of wood, kinds and qualities of wood, woodworking trades. 
Information on above subjects may be found in Elementary Wood Work, 
by Edwin Foster, published by Ginn & Co. 

In the following exercises the wood best suited is named, but other 
material may be used if desired or if more convenient. 

1. Sawing exercise. 

Stock: Pine, white. Dimensions: % in. by 2 in. by 12 in. 

Tools: Rip saw, crosscut saw, back saw, try-square, gauge, mark- 
ing knife, dividers, T bevel, and chisel. 

Purpose of exercise: To familiarize pupil with the use of crosscut, 
rip, and back saw; to teach pupil to make measurements 
with rule, try-square and gauge, and to trisect by using 
dividers; to teach pupil to sav/ accurately to a knife line 
across the grain and diagonally with a back saw; and to 
cut to an open mortise with saw and chisel. 

2. Sandpaper block. 

Stock: Poplar. Dimensions: Ys in. by 3 m. by 5 m. 

Tools: Rip saw, crosscut saw, back saw, try-square, jack plane, 

gauge. 
Purpose: To teach the pupil to square up stock with the planes 

by planing smooth, flat surfaces and edges at right angles 

to each other; to saw ends of block square to a knife line; 

and, lastly, to round edges of one face of block Vs in. with 

plane. 

3. Picture frame. 

Stock: Oak. . u in • 

Dimensions: %-in. stock, average width 2 in.; size, 8 m. by lU m., 
inside measurement. 

Tools: Saw, gauge, jack plane, chisel, rabbet plane, miter saw, 
and brace and bit for doweling. , • . 4: 

Purpose : Pupils are encouraged to make a good picture irame 
and to take it home to be of use. The exercise calls for 
squaring of stock, cutting a %-in. rabbet with chisel and 
rabbet plane, and sawing 45-degree miters for joining at 
corners. Corners are fastened with %-in. dowel pins 1 
inch long, or are nailed together. Surfaces are finished 
with smoothing plane and steel scraper, and a coat o± stam 
or varnish is. applied. 

4. Drawing board. 

Stock: White pine. 

Dimensions: V-i in. by 16 in. by 21 m. uv.i rv,o,.v 

Tools: Jack plane, jointer plane, saws, rabbet plane, chisel, maiK- 
ing knife, gauge, smoothing plane. i, , „„ 

Purpose: An exercise in gluing stock. For a width of lo inches an 
average of three boards is used. The edges of the boards 
are jointed, glue is applied, and the boards are clamped to- 
JShir. A yf-in. rabbet is cut at each end, leaving a tongue 
to fit into a corresponding groove m a Ys m. by 1% m. oy 
16 in. piece of pine for binding each end. This is an exercise 



198 High School Course of Study. 

4. Drawing boardr. — continued. 

Purpose: An exercise in gluing stock. 

in tongue-and-groove joint fastened together with glue. 
No nails or screws are used in this exercise. The exercise 
is valuable to show the use of large and small clamps in 
gluing stock. The board is finished square and smooth and 
treated with a coat of varnish. 

5. T square. 

Stock — Walnut and maple. 

Dimensions: Head, 12 in. by 2^4 in. by % in.; blade, 23% in. by 
1% in. by % in. 

Tools: Smoothing plane, jack plane, jointer plane, rabbet plane, 
gauge, hand-turning saw, brace and bit, screw driver. 

Purpose: A companion piece for No. 4, furnishing a set for me- 
chanical drawing and designed to be of practical use to the 
pupil. Walnut blade is planed to 1% in. To each edge a 
thin (Vs in.) strip of maple is glued. The head is cut on 
curved lines with hand-turning saw. Blade is fastened at 
right angles to head with glue and screws. 

6. Tool case. 

Stock: White pine or poplar. 

Dimensions: Length 24 in., width 12 in., height 6 in. 

Tools: Saw, planes, rabbet plane, chisel, gauge. 

Purpose of exercise: A practical exercise in the making of rab- 
beted and dovetailed joints, and in the fitting of hinges. 
End pieces are fitted to sides by means of dovetail joints, 
and top and bottom are fitted into rabbets made in sides and 
ends. The box may be fastened together and sawed into 
two sections, or may be made in two sections, each three 
inches high, and fastened together with hinges. 

7. Marking gauge. 

Material: Maple. 

Mortising exercise in hard wood, laying out mortise, chiseling and 
fitting, making wedge and marking point. 

8. Taboret. 

Material: Oak. 

Applying knowledge obtained from previous exercises. Planing 
legs square, laying out and cutting cross pieces, half lap 
joint, joining pieces for top, laying out and cutting top to 
size and shape, chiseling mortises and sawing tenons to fit, 
• drilling holes and making dowels, fitting parts together, 
gluing, use of hot and cold glue, finishing, planing, scraping, 
sandpapering, staining, and polishing. 

9. Table. 

Material: Oak. 

Dowel and glueblock construction, legs joined to rails by means of 
dowel pins and stiffened with glued blocks ; drawer construc- 
tion, rabbet and blind dovetail joints, finishing. 

10. Table. 

Material: Oak or maple, stained. 

Laying out and cutting duplicate parts, legs tapered with saw and 
plane, and fastened to top and shelf with dowel pins ; drawer 
construction, finishing with stain and varnish. 

If time permits any of the following may be chosen by the pupil and 
made from his own designs and drawings: foot stool, lamp and shade, 
chair, shoe box, skirt box, fireless cooker, screen, porch swing, plate rack, 
book rack, music cabinet, or other articles requiring an equal amount of 
work may be chosen. 



Woodworking. 199 

equipment. 

The equipment consists of the following: 

For each pupil: Bench, with front and end vise, jack plane, block 
plane, two-fold rule (2 ft.), try-square, back saw, bench hook, spokeshave, 
sloyd knife, marking gauge, chisels (1", %", V4") , mallet, whisk broom. 

For general use: Rip saws, crosscut saws, hammers, jointer plane, 
router plane, rabbet plane, screw drivers, bit braces, auger bits (%6 to 
■^%6)j expansive bit (% to 3), dividers, awls, countersinks, scraper, turn- 
ing saws, nail sets, framing square, grindstone, oilstones, screw clamps, 
gouges, carving tools, carving punches, hand drill, band saw, lathe. 

The woodworking benches should have a straight heavy top at least 
two feet wide and about five feet long. These benches and the tools with 
which to equip them can be bought from the following: E. H. Sheldon 
& Co., Chicago; Orr & Lockett, Chicago; Thompson Hardware Company, 
Topeka, Kan.; Kitchell & Marburg, Topeka, Kan.; Bruner Hardware 
Company, Kansas City, Mo.; and from other manufacturers and dealers. 

A very serviceable bench could be made of hard pine, oak or maple or 
other Fuitable material. The framework forming the legs and rails could 
be made of 2 x 4 in. material, fastened together with bolts, and the top 
made of two pieces of 1 ^/^ x 2 in. material, fastened to the legs with large 
flat-head screws or with lag screws. 

Benches with tools can be bought for about twenty-five dollars. 

UNIFORMS. 

Students taking work in manual training should provide themselves 
with aprons or overalls and jumpers for the protection of their clothing. 
In case aprons are chosen as a uniform they should be made long enough 
to be of benefit in protecting the clothing and yet not so long as to inter- 
fere with the freedom of the student's actions. Aprons made of white 
canvas or ticking are serviceable and easily kept clean; they have the 
advantage over overalls and jumpers of being cooler and more com- 
fortable. It is best to suggest only one of the two clothing protectors 
named, also to specify the color wanted, so that the uniform will be 
standard. 

TOOLS BY PUPILS. 

In some communities people are becoming so interested in manual 
training that they are buying the tools for the pupils. This is done by 
subscription or by patronizing entertainments furnished by the students. 
The proceeds of a few entertainments would go a long way towards 
equipping a manual-training room. 

BOOKS. 

The following books are suggested for supplementary reading and to 
give an acquaintance with the literature of manual training: 

Sloyd for Upper Grammar Grades, Larsson; Manual Arts Press, 
Peoria, 111. 

The Manual Training School, Woodward; D. C. Heath & Co., Boston. 

Mind and Hand, Ham; American Book Co., Chicago. 

Bench Work in Wood, Goss; Ginn & Co., Chicago. 

Exercises in Woodwork, Sickels; American Book Company. 

Arts Crafts for Beginners, Sanford ; Century Publishing Company. 

School Arts Book; School Arts Publishing Company. 

Problems in Woodworking, Murray; Manual Arts Press, Peoria. 

A Short Course in Woodworking, Chas. G. Wheeler; Knickerbocker 
Press, New York. 

Handwork in Wood, Wm. Noyes; Notes on Mechanical Drawing, 
Mathewson; Problems in Furniture Making, Crawshaw, and Manual 
Training Magazine — all by Manual Arts Press. 

Report of Council of Supervisors of Manual Arts, Teachers College, 
New York; Arthur W. Dow, president. 



200 High School Course of Study. 

FORGING. 

Forge practice is the manipulation of iron and steel while in a more or 
less plastic form, obtained by heating the metal to a high degree of heat. 
It differs greatly from the more elementary forms of manual training in 
the kind of material used, the tools used, and in the method of work with 
the materials. 

Forge practice is one of the best kinds of manual training to stimu- 
late and quicken the mind of the student. After the piece of iron or 
steel has been heated it is formed into shape with a hammer and anvil, 
and the pupil must work fast and think faster, or the iron becomes cold 
and must be reheated. In welding two pieces of iron or steel together, the 
work must be done quickly, not excitedly and noisily, but with steady 
ouickness combined with thought, for the two pieces of white-hot ma- 
terial will be fastened together properly only when the work is done 
quickly and accurately. 

Forge practice is of special value to students who contemplate study- 
ing engineering in more advanced schools. It gives them the elementary 
practice in the use of the tools and enables them to do the elementary 
work before entering college, thus leaving them more time for advanced 
work. In many of the technical schools credit is given for the work done 
in the high schools, if it is well done. 

Forge practice also has its value in a commercial way. Even the 
small amount of work that can be done in the high schools is of value in 
helping the student to take up the work in forging as applied to the iron- 
working trades, some of the more common of which are horseshoeing, 
wagon making, machine trades, tool making, farming, etc. 

Skill of this kind would be very useful to the farmer, who with a few 
tools might save many a machine and much valuable time if only he un- 
derstood the repairing of machinery, which ordinarily requires the work 
of a blacksmith. 

The equipment for forge shop can be bought from the Buffalo Forge 
Company, Buffalo, N. Y.; Orr & Lockett Hardware Company, Chicago; 
Brunner Hardware Company, Kansas City, Mo.; Thompson Hardware 
Company, Topeka, Kan. The price for each forge and equipment will 
range from $15 to $75, excluding general equipment, as heading tools, 
set hammers, flatters, top and bottom swages, top and bottom fullers, 
hot and cold cutters. 

The important principles of forge practice may be illustrated by a 
sequence of tool operations, which are applied to practical problems after 
the student has learned them. The following is an outline of such a 
course. 

1. The forge fire. 

a. Parts of the forge. 

b. Selection of coal and the making of coke. 

c. Building and caring for the fire. 

2. Position of pupil at the anvil. 

a. Use of hammer and tongs. 

b. The anvil tools and their use. 

3. Position of student helper at the anvil. 

a. Use of sledges. 

b. Use of general forming, punching, and cutting tools. 

4. Drawing out and upsetting exercises. 

a. The application of the exercise. 

5. Pointed eye. 

a. The eye to be 1 inch inside diameter and the pointed part 1% 

inches long. 

b. Figure stock needed. 

6. Oate hook. 

a. Application of No. 5 and twisting of main part of hook. 



Forging. 201 

7. Bolts (square and hexagonal head). 

a. Application of upsetting exercise and use of heading tools. 

8. Welded ring. 

a. Upsetting and scarfing ends of flat stock, bending and welding. 

9. Weldless ring. 

a. Punching and splitting flat stock. 

b. Opening and forming ring. 

10. Lap weld. 

a. Scarfing and welding bars together. 

11. Forged corner. 

a. Making sharp corners on the outside of brackets. 

12. Right-angle weld. 

a. Used in making corner braces, etc. 

13. T weld. 

a. Used in making braces. 

14. Ring and eyebolt. 

a. Forming and welding round stock. 

15. Chain. 

a. Forming and welding together three links of chain. 

16. Chain hook. 

a. Punching, forming, and bending. 

17. Tongs. 

a. Drawing, forming, punching, and riveting. 

b. Welding. 

18. Clevis. 

Upsetting middle and ends, forming ends and punching holes, 
bending to shape. 

19. Whifiletree irons. 

a. Bending, welding, and pointing. 

20. Working of tool steel in making simple tools as follows: 

a. Heating the piece. 

b. Working to shape. 

c. Hardening and tempering for different uses : cold chisels, center 

punches, stone chisels, iron drills, stone drills, hammers. 

If time permits the pupil may make forgings from his own designs 
and drawings of such pieces as foot scrapers, andirons, pokers, fire 
tongs, etc. 

The pupil should be encouraged to bring in pieces that need repairs. 

EQUIPMENT. 

For general use: forges, hand or power; sledges, 5 pounds and 10 
pounds; fullers, V^ inch to 1 inch; swages, V4 inch to 1 inch; anvils; 
heading tools; hot and cold cutters; emery grinder. 

For each pupil: hammer, l^/^ pounds, ball pene; one pair bolt tongs; 
one pair chain tongs; one pair straight tongs; hardy; punch. 

The following books are suggested for reference: Forge Practice, by 
J. L. Bacon, published by John Wiley & Sons, New York; Farm Black- 
smithing, by J. M. Drew, published by Webb Publishing Company, St. 
Paul, Minn.; and Notes for Forge Shop Practice, by Littlefield, published 
by Manual Arts Press. 



202 High School Course of Study. 

COMMERCIAL BRANCHES. 

ELEMENTARY BOOKKEEPING AND BUSINESS PRACTICE. 

Reference books for teachers: Bentley's Science of Accounts; Cole's 
Accounts, Their Construction and Interpretation; Hatfield's Modern Ac- 
counting; Sprague's Philosophy of Accounts. 

Books for supplementary exercises: Bogle's Comprehensive Bookkeep- 
ing; Marshall's Double Entry Drills; Ellis' Practical Bookkeeping; Moore 
and Miner's Series. 

Almost any textbook is useful for this purpose. 

Elementary bookkeeping should (1) give a thorough knowledge of 
fundamental principles; (2) lay the foundation for the study of advanced 
bookkeeping; (3) make the student competent to act as assistant book- 
keeper, or to take charge of a simple set of books. 

The state textbook must, in a measure, determine the method and order 
of teaching the subject. Not less than a full year should be taken if the 
student desires to obtain such knowledge of the subject as will enable 
him to do practical work. With the proper amount of supplementary 
work the state text will answer for a year of high-school study. The 
course may be divided into two parts: Theoretical bookkeeping and busi- 
ness practice. 

I. Theoretical Bookkeeping. 

1. Nature of a business transaction. Principles of debit and credit, 
illustrated by the use of numerous simple exercises. 

2. Form and use of the journal daybook; several simple sets to be 
written on loose journal paper before taking up the matter of posting. 
Keep the exercises, to be posted later. 

3. Use of the ledger; many simple accounts written on loose ledger 
paper. Posting; use the journal exercises that have already been written 
by the students. 

Numerous supplementary exercises should be given to be written up in 
journal daybook and posted in ledger. Statements should be made and 
ledger closed. 

It is especially important that numerous drills in closing the ledger 
be given and the student instructed in the relation of the accounts to 
each other. 

It is recommended that the work above outlined be given in connection 
with the work in the textbook up to page 22, and that then the trans- 
actions given in the textbook for February and March be written in the 
blank books, with frequent supplementary oral class drills in connection 
therewith. At the conclusion of the March transactions in the text, give 
not only the two "test ledgers" there mentioned, but also much additional 
drill, so that the student may be able to close a ledger with absolute 
accuracy and to make the business and financial statements. 

II. Business Practice. 

The definition and use of each form of business paper should be care- 
fully explained. The instructions in the textbook are quite specific, but 
additional instruction by the teacher is very necessary, and supplementary 
exercises for drill, test and information of students should be frequent. 

A bank and a general office or exchange will contribute much to the 
interest and profit of the business practice as given in the text. 

Suggestions. 

1. Aim to secure independent thinking. Develop reasons for each 
step taken. Bookkeeping, if properly taught, is a disciplinary subject 
of high value. 

2. Give frequent oral drill. 

3. Insist on accuracy and neatness. 

4. Give many short reviews. 



Commercial Branches. 203 

5. Use problems requiring- students to make business and financial 
statements from footings talcen from ledger, cash book, sales book, in- 
voice book and inventories. 

ADVANCED BOOKKEEPING. 

Second Year. 

It is not possible for the students to become familiar with all the 
books used in all lines of business, but the more common kinds may be 
studied. The students should be made familiar with special-column books, 
auxiliary ledgers, loose-leaf and card systems, duplicate billing, etc. The 
work of this year should include wholesale and retail grocery business; 
changing from single to double entry; commission and shipping business; 
banking and manufacturing sets. 

COMMERCIAL LAW. 

This course should give the student such a knowledge of business law 
as will enable him to keep out of litigation ; to understand his legal rights 
and limitations in ordinary business transactions, and to know when he 
needs the services of a lawyer. It should also teach him how to use the 
supreme court decisions and the statutes of his state. 

Special attention should be given to the law of contracts as it is the 
laasis of all business law. The statute of frauds, which prescribes what 
contracts must be in writing, and the statutes of limitation, showing the 
time in which suits may be brought to enforce certain obligations, should 
receive careful attention. 

Common legal forms should be studied and written by the student, 
such as ordinary contracts, deeds, mortgages, articles of copartnership, 
Tjills of sale, leases, etc. 

A good textbook should be the basis of the course. 

STENOGRAPHY. 

The course of study, in order to make the student a practical stenog- 
Tapher, should cover two years. In that time he should become able to 
write ordinary business and literary matter at the rate of 100 to 125 
words per minute. 

The first year should give the student a thorough mastery of the 
principles of the system used and enable him to write accurately new 
matter of ordinary difficulty at the rate of fifty to sixty words per minute, 
and to transcribe his notes readily with pen or typewriter. In this year 
emphasize the mastery of principles. 

Emphasize thoroughness, neatness, proper position at desk, correct 
method of holding pen or pencil, good penmanship and shorthand char- 
acters. 

Use simple dictation exercises as early as possible. Have short re- 
views, require neatness, accuracy, promptness, and train to fluency in 
reading notes. 

Tests should be given at the end of the course, in which the student 
should write accurately 500 to 600 words of new matter in ten minutes, 
and read back immediately without mistake or hesitation, and transcribe 
Tiis notes readily as stated above. 

Second Year. 

The second year of shorthand will be devoted largely to the study of 
phrasing, word signs and advanced shortening principles, and to speed 
practice. If the school does not possess a dictograph, it is advisable to 
arrange for students to dictate to each other as a preparation for class 
Tecitation. A speed of 100 to 125 words should be attained and notes 
should be read and transcribed accurately and readily. 

The suggestions given for the first year apply to the second /ear's 
work as well. 



204 High School Course of Study. 

typewriting. 

In most high schools but one period a day can be given to typewriting- 
practice, owing to an insufficient number of machines. 

The student giving one period a day for one year to typewriting prac- 
tice should be able to write accurately, by touch, ordinary business or 
literary matter at the rate of twenty or twenty-five words a minute, and 
should also acquire a good knowledge of (1) the mechanism of the 
machine; (2) how to care for the machine; (3) forms of letters; (4) 
addressing envelopes; (5) carbon work. 

Second Year. 

The second year of typewriting, the student giving one period a day to 
practice, should enable him to write accurately new matter at the rate of 
forty to fifty words a minute for a period of ten minutes or more. 

_ The student should also take advanced work in tabulating, invoicing, 
stencil work, carbon work, and other matters pertaining to up-to-date 
office practice. 

PENMANSHIP. 

Good business writing is in demand. Business men give preference to 
applicants who can write well. A poor writer stands a small chance of 
obtaining a good position in a business house. 

Outline of Course. 

1. Materials. 

2. Position: (a) Body, (6) arms, (c) feet, (d) hands, (e) pen, (/) 
paper. 

3. Muscular-movement drill. 

4. Letters and figures. 

5. Words and sentences. 

6. Page writing and business letters and forms. 

Suggestions. 

1. Use good materials. 

2. Be particular in requiring correct position. 

3. Drill, drill, drill in muscular movement. 

4. Use the blackboard. 

5. Show the pupil by example. 

6. Use the best specimens to stimulate the class. 

7. Discourage flourishing and shading. 

8. Encourage use of muscular movement in all pen work of the com-- 
mercial course. 

9. The real test of penmanship skill is the ability to write well when 
the mind is absorbed in what is being written. Toward this end all in-- 
struction and drill should be directed. 

COMMERCIAL ARITHMETIC. 

This course should give the student a practical working knowledge of ' 
the common operations and problems that are met with in business life. 
Absolute accuracy should be insisted upon, and methods used that are- 
approved by the best business usage. 

Special attention should be given to fractions, denominate numbers 
and percentage, with emphasis upon problems that are practical. 

Rapid drill work and practical short methods should receive attention.. 
Give special drill upon problems arising in the community. 

Suggestions. 

1. Drill in horizontal addition and subtraction. 

2. Train in rapidity but emphasize accuracy. 

3. Have pupils bring in practical problems. 

4. Make up original problems. 



Commercial Branches. 205 

commercial geography. 

I. Growth of commerce, from time of barter through Mediterranean 
period to sixteenth century. 

II. Study of the important nations of the world. 

1. Physical factors influencing climate. Climatic influence on 

agriculture. Trade routes controlled by relief. 

2. Resources. 

a. Soil, agriculture, forests. 

b. Mineral, chiefly coal, iron and petroleum. 

c. Water, power, navigation, fish. 

Location of each, value, development, relation to in- 
dustries and trade. 

3. Industries: Iron, textile, and agricultural. Factors in- 

fluencing location and development. Centers and markets. 
4". Transportation. 

a. Modes of travel and their development. 

b. Trade routes and trade centers. 

c. Waterways vs. railroads. 

d. Requirements for a good harbor. 

5. Trade. 

a. Character of exports and imports. 

b. Manufacturing vs. food stuffs and raw materials. 

c. Trade centers and markets. 

d. Relation to colonies. 

6. Generalizations from study of nations. 

a. Relations of coasts to man in a commercial way: (1) 

Types of harbors and examples. (2) Value of good 
harbors to a nation. 

b. Relation of land forms to trade routes, to navigation, to 

building of railroads, to waterpower for manufac- 
turing, to industries. 

c. Natural conditions that affect commerce: Climate, soils, 

ocean currents, winds. 

d. • Influences that determine the position and development 

of cities and harbors. 

e. Characteristics of peoples in relation to development of 

resources and industries. 
III. World's commercial commodities. 

1. Products of the soil. 

a. Origin and characteristics of plant. 

b. Climate and soil required. 

c. Problems of production, harvesting, niarketing, import, 

and export. 

d. Future supply. 

By graphs show world's production areas; production and export 
through a series of years; rank of nations in production and consumption. 

Examples for study: Wheat, maize, oats, rye, barley, rice, fruits, 
garden products, tea, coffee, cocoa, oils, tobacco, rubber, gutta percha, 
cotton, flax, vegetable fibers, silk. 

2. Animal industries. 

a. Physical characteristics of producing areas. 

b. Rank of nations. 

c. Industrial centers. 

Examples for study: Sheep and goats; cattle — beef, 
dairy, leather; swine; fur-bearing; fish; canning. 

3. Forest products. 

a. World's fox'est areas. 

b. Lumber, wood pulp, resins, alcohol. 

c. Present waste and problem of future supply. 



206 High School Course of Study. 

III. World's commercial commodities. — continued. 

4. Mineral products. 

a. Geological and geographical distribution. 

b. Mining conditions and social problems of miners. 

Graphic material: World's coal and iron areas; out- 
put of coal in United States since 1850; rank of 
nations in coal and iron since 1870. 

5. Building materials: Stone, clay, cement. Importance in 

modern construction. 

IV. Study of local industries. 

1. Influences in starting. 

2. Relation to markets and transportation. 

3. Development in past and future. 

REFERENCES. 

Chisholm, Handbook of Commercial Geography; Robinson, Commercial 
Geography; Gregory-Keller-Bishop, Physical and Commercial Geography; 
Adams, Commercial Geography; Bartholomew, Atlas of World's Com- 
merce; Fresman and Chandler, World's Commercial Products; Mill, In- 
ternational Geography; Ward, Climate; Bartholomew and Lyde, A School 
Economic Atlas; Dondlinger, Book of Wheat; Brooks, the Study of 
Cotton; Myrick, The Book of Corn; Bailey, Encyclopedia of American 
Agriculture; Willis, Agriculture in the Tropics; Van Hise, Conservation 
of Natural Resources; Mineral Resources of the United States (annual) ; 
Statesmen's Year Book (for statistics) ; Year Book of United States, 
Department of Agriculture (for statistics) ; Census Reports of United 
States. 



NORMAL TRAINING BRANCHES. 

Detailed outlines of the distinctively normal-training subjects: Meth- 
ods, management, and the reviews in arithmetic, geography, grammar 
and reading will be found in the Normal Training Manual issued by the 
State Department of Public Instruction. 



INDEX. 

page 

Agriculture 76 

Algebra 35 

Algebra bejT-ond quadratics 36 

Algebra, college 37 

American history 104 

Ancient history 92 

Arithmetic, commercial 204 

Arrangement by years . 14 

Board of Education, state 2 

Bookkeeping 202 

Botany 65 

Chemistry 55 

Citizenship 147 

Civics 124 

College preparatory course 16 

Commercial arithmetic 204 

Commercial branches 202 

Commercial course 18 

Commercial geography 205 

Commercial law 203 

Course of study -. 11 

Courses, description 23 

Description of courses 23 

Domestic art 189 

Domestic science 178 

Drawing and design 170 

Drawing, mechanical 174 

Economics 137 

Elementary science 39 

English 23 

English history 101 

Forging 200 

French 163 

General course 14 

General list of high-school subjects 13 

Geography, commercial 205 

(207) 



208 Index. 

page 

Geometry 36 

German 155 

Greek 153 

High school, place and function in public-school system. . 7 

High schools with less than four-year course 22 

High schools with two or three teachers . 21 

History, American 104 

History, ancient . 92 

History, English 101 

History, medieval and modern 96 

Introduction . .- 3 

Industrial course 19 

Latin 147 

Law, commercial 203 

Mathematics 34 

Mechanical drawing 74 

Medieval and modern history 96 

Music 169 

Normal training branches . . . -. 206 

Normal training course 17 

Penmanship 204 

Physical geography 37 

Physics 48 

Physiology 39 

Psychology 164 

Science, elementary 39 

State Board of Education 2 

Stenography 203 

Suggestive arrangement by years 14 

Trigonometry 37 

Typewriting 204 

Woodworking 195 

Zoology 71 



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